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Inclusion, state mandated achievement tests, current instructional materials and practice and the academic needs of an increasingly diverse student population have…
Inclusion, state mandated achievement tests, current instructional materials and practice and the academic needs of an increasingly diverse student population have converged necessitating an in-depth review of instructional strategy research accomplished with students with mild disabilities. After confirming the value of social studies content this chapter provides context for the exploration of instructional strategies for social studies instruction by first investigating research on social studies textbooks, teacher use of these texts and some student characteristics that make using these materials difficult. Background and implications of mandated assessments and the inclusion movement is provided. A review of intervention strategy research concludes with a discussion on the implications for instruction. Suggestions on how to embed strategies into ongoing daily instruction are provided.
AS J. L. Hobbs shows so clearly in his recent book, the interest in local history is growing enormously at present. The universities, training colleges and schools, as well as the institutions of further education, are all making more use of local studies—geographical, economic, social and historical—in their regular courses, in their advanced work, and in their publications.
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
This paper aims to explore how surveying benefits accreditation surveyors and the organisations in which they are regularly employed. The purpose is to examine from the…
This paper aims to explore how surveying benefits accreditation surveyors and the organisations in which they are regularly employed. The purpose is to examine from the perspective of senior executives who pursue this form of secondary professional activity, what they seek from being surveyors and what they believe they gain from the experience.
The data were collected from recorded interviews with three senior area health executives who also serve as accreditation surveyors for the Australian Council on Healthcare Standards. The interviews comprised a series of open‐ended, semi‐structured questions. One hour was allocated for each interview. The questions were designed to explore why senior executive health professionals seek secondary professional activity as surveyors and their perceptions of the benefits they gain from surveying.
The benefits derived from surveying as a secondary professional activity fall into four categories. First, it exposes the surveyor to new methods and innovations. Second, it provides a unique form of ongoing learning. Third, it serves as a resource for acquiring expertise to enhance quality within the institutions in which the participants were regularly employed and, finally, it provides opportunities to contribute to the process of quality improvement and enhance public health beyond the organisations in which the participants were regularly employed.
This research identifies a key aspect of the accreditation process that has not been the focus of previous research. It provides a reference point for understanding the value of surveying to the surveyor and to the institutions in which they are regularly employed.
The paucity of existing literature on the role of the surveyor – both pre and post accreditation – makes this topic timely and significant. This study is important because almost all accreditation programs world wide rely on external surveyors, and yet we know little about them.
This paper aims to explore and compare academics’ experiences of managing work-life balance (WLB) in the British and Chinese contexts. The authors have three specific…
This paper aims to explore and compare academics’ experiences of managing work-life balance (WLB) in the British and Chinese contexts. The authors have three specific purposes. Firstly, to investigate whether there are marked gender differences in either context, given female and male academics’ work is considered fully comparable. Secondly, to examine contextual factors contributing to gender differences that influence and shape decisions in WLB and career paths. Thirdly, to explore the gendered consequences and implications.
A cross-national and multilevel analytical approach to WLB was chosen to unpick and explore gender land contextual differences and their influence on individual academics’ coping strategies. To reflect the exploratory nature of uncovering individual experience and perceptions, the authors used in-depth, semi-structured interviews. In total, 37 academics participated in the study, comprised of 18 participants from 6 universities in the UK and 19 participants from 6 universities in China.
This study reveals gendered differences in both the British and Chinese contexts in three main aspects, namely, sourcing support; managing emotions; and making choices, but more distinct differences in the latter context. Most significantly, it highlights that individual academics’ capacity in cultivating and using coping strategies was shaped simultaneously by multi-layered factors at the country level, the HE institutional level and the individual academics’ level.
Very few cross-cultural WLB studies explore gender differences. This cross-national comparative study is of particular value in making the “invisible visible” in terms of the gendered nature of choices and decisions within the context of WLB. The study has significant implications for female academics exercising individual scope in carving out a career, and for academic managers and institutions, in terms of support, structure and policy.
Gramophony of an Application for ‘Recognition of a Condition of Permanent Desire’ is a collage of theoretical arguments, creative writing and audio performances that…
Gramophony of an Application for ‘Recognition of a Condition of Permanent Desire’ is a collage of theoretical arguments, creative writing and audio performances that examines notions of (life) writing, voice and subjectivity from a poststructuralist feminist perspective. By engaging in what Smith and Dean (2009) describe as the interwoven processes of ‘practice‐led research’ and ‘research‐led practice’ I combined conceptual research with creative practice and produced a form of hybridised text that blurs traditional binaries of ‘fact’/‘fiction’, ‘creative’/‘critical’ and ‘speech’/‘writing’. Following Smith (1995), I suggest understanding Gramophony as an example of ‘performative autobiography’ that challenges traditional discourses of identity and representation.