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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive; Speeches/Meeting Papers |
Peer Reviewed: |
Yes |
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Descriptors:
Higher Education; School Personnel; Catholic Schools; Catholics; Elementary Secondary Education; Self Concept; Religious Factors; Conference Papers; Partnerships in Education; College School Cooperation; Religious Education; Teaching Methods; Educational Policy; Leadership
Abstract:
These proceedings include selected presentations on Catholic identity by six participants of the 2011 Catholic Higher Education Collaborative (CHEC) Conference on Catholic Identity at The Catholic University of America (CUA). The conference, jointly sponsored by CUA and St. John's University, is the fourth in a series of five national conferences sponsored by the collaborative. Each of these presentations looks at Catholic identity from a different perspective, including collaborative partnerships between K-12 schools and higher education; school policies that promote Catholic identity; curriculum; research into Catholic social teaching; and leadership. Contributors include Bishop David M. O'Connell, C.M., 14th president of CUA and current Bishop of Trenton, New Jersey; Reverend Donald J. Harrington, C.M., president of St. John's University; Sr. Barbara L. Monsegur, CFMM, principal of Lourdes Catholic High School, Arizona; Karen Vogtner, principal of St. John the Evangelist School, Georgia; Thomas W. Burnford, secretary for education, Archdiocese of Washington; and, Mary Jane Krebbs, associate dean for graduate studies in the School of Education, St. John's University.
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Author(s): |
Glatter, Ron |
Source: |
Educational Management Administration & Leadership, v40 n5 p559-575 Sep 2012 |
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Evidence; Educational Administration; Foreign Countries; Accountability; Institutional Autonomy; Educational Policy; Educational Practices; Fundamental Concepts; Politics of Education; Governance; Educational Change; Educational Strategies; Position Papers; Conference Papers; Educational History; Intellectual History
Abstract:
In 1975, the fourth Annual Conference of the British Educational Administration Society (BEAS, now BELMAS) had as its theme "Autonomy and Accountability in Educational Administration". In their concluding comments, the editors of the published Proceedings wrote: "Our concern has been with accountability and autonomy, not as alternatives, but as significant and meaningful concepts which need to be better understood in relation to each other, having regard to specific organisational settings." This is the same connection that the then newly installed coalition government made 35 years later in their 2010 schools White Paper, a major policy document. The emphasis on this theme had persisted and indeed grown sharply during the intervening period. This trajectory is outlined in the article but its main purpose is to analyse the forces underlying what has become a preoccupation in English schools policy, making some reference to international evidence and practice. It is argued that the last six words of the quotation above from the 1975 editors' conclusion, "having regard to specific organisational settings", were particularly significant and are highly relevant to an explanation of the staying power of these concepts. (Contains 4 notes.)
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Academic Discourse; Applied Linguistics; Language Research; English for Academic Purposes; Oral Language; Phrase Structure; Comparative Analysis; Interpersonal Communication; Semiotics; Discourse Analysis; Language Styles; Linguistic Theory; Conference Papers
Abstract:
Evaluation in academic discourse has received considerable attention from researchers. Much of the work on evaluation has focused, however, on written genres, and less attention has been paid to how evaluation unfolds in spoken academic genres. In our present research, we are interested in disclosing how the interpersonal meaning of evaluation is expressed in the discussion session (hereafter DS) that follows conference paper presentations, since DS has already been defined as an "evaluative forum", when comparing its phraseological patterns with those of the presentation. Though the study of evaluation in spoken genres has been developed focusing exclusively on linguistic aspects, we assume the non-linguistic message that accompanies the linguistic message has an effect on the interpersonal meaning of the communication. Therefore, the aim of our research is to analyse the evaluative meaning conveyed in DSs that follow paper presentations in an applied linguistics conference. In the study, we draw on a social semiotic theory of language and of kinesics and paralanguage to frame a multimodal exploration of this interpersonal meaning. The comparative analysis between linguistic evaluation and multimodal evaluation reveals the significant contribution of non-linguistics features which are used to intensify linguistic evaluation or to express the speakers' attitude. (Contains 3 tables and 6 figures.)
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Engineering Education; Engineering; Web Sites; Computer Assisted Instruction; Teaching Methods; College Students; College Instruction; Public Speaking; Japanese; Transcripts (Written Records); English for Special Purposes; Second Language Learning; Databases; Computer System Design; Communication Skills; Speech Communication; Academic Discourse; Conference Papers; Educational Resources
Abstract:
Oral communication skills are essential for engineers today and, as they are included in accreditation criteria of educational programmes, their teaching and evaluation deserve attention. However, concrete aspects as to what should be taught and evaluated in relation to oral communication skills have not been sufficiently established. In this paper, a method to aid the efficient teaching of oral presentation skills is proposed, from the presentation structure level to word and sentence level choices, through the use of JECPRESE, The Japanese-English Corpus of Presentations in Science and Engineering. As of June 2012, the corpus is composed of transcriptions of 74 presentations delivered in Japanese by students graduating from the Master's programme of various engineering departments and 31 presentations delivered in English, 16 by experienced researchers at an international conference on chemistry, and 15 by undergraduate engineering students of a mid-sized American university. The utterances were classified according to the specific moves (sections of the speech that express specific speaker intent) appearing in the presentations and frequently used words/expressions to express these moves were identified. (Contains 1 figure and 1 table.)
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Pub Date: |
2012-04-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Science Instruction; Science Education; Reflection; Conference Papers; Scientific Methodology; Scientific Research; Educational Research; Conferences (Gatherings)
Abstract:
The original call for research papers went out in the summer of 2011 and, by September, there were over thirty abstracts returned for review, from many countries including Hong Kong, Nigeria, Poland, Jamaica, Malta, the United States, Japan, Ireland and, of course, Britain. Of the proposals reviewed and accepted, 21 were finally presented at Liverpool over three days in January. Many of these 30-minute presentations proffered interesting findings, thoughtful interpretations and virtually all suggested ways to develop and improve science education. A key aim of the research series was to share useful and informative studies with practitioners and educators so they could engage more meaningfully in reflective discussion about what researchers do in science education, and why. The different approaches taken to research various aspects of science education ranged from small-scale pilot studies to extensive national investigations, illustrative and exploratory case studies, action research projects demonstrating effects of teaching, learning and assessment interventions and critical reviews of current policy and/or practice. The focus of the papers included: (1) the nature of training in primary and secondary science teaching; (2) the ways in which primary children can be supported to carry out research themselves; (3) current concerns regarding assessment policy and practices, types of practical work, alternate conceptions and ways of teaching to address them; (4) issues in teacher preparation; and (5) specific teaching topics such as magnetism and enquiry skills. This article highlights some of the events in the Science Education Research series of presentations at the 2012 ASE Annual Conference.
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