65,610 research outputs found
PICES Press, Vol. 18, No. 1, Winter 2010
â˘Major Outcomes from the 2009 PICES Annual Meeting: A Note from the Chairman (pp. 1-3, 8)
â˘PICES Science â 2009 (pp. 4-8)
â˘2009 PICES Awards (pp. 9-10)
â˘New Chairmen in PICES (pp. 11-15)
â˘PICES Interns (p. 15)
â˘The State of the Western North Pacific in the First Half of 2009 (pp. 16-17, 27)
â˘The State of the Northeast Pacific in 2009 (pp. 18-19)
â˘The Bering Sea: Current Status and Recent Events (pp. 20-21)
â˘2009 PICES Summer School on âSatellite Oceanography for the Earth Environmentâ (pp. 22-25)
â˘2009 International Conference on âMarine Bioinvasionsâ (pp. 26-27)
â˘A New PICES Working Group Holds Workshop and Meeting in Jeju Island (pp. 28-29)
â˘The Second Marine Ecosystem Model Inter-comparison Workshop (pp. 30-32)
â˘ICES/PICES/UNCOVER Symposium on âRebuilding Depleted Fish Stocks â Biology, Ecology, Social Science and Management Strategiesâ (pp. 33-35)
â˘2009 North Pacific Synthesis Workshop (pp. 36-37)
â˘2009 PICES Rapid Assessment Survey (pp. 38-40
ILR Faculty Publications 2006-07
The production of scholarly research continues to be one of the primary missions of the ILR School. During a typical academic year, ILR faculty members published or had accepted for publication over 25 books, edited volumes, and monographs, 170 articles and chapters in edited volumes, numerous book reviews. In addition, a large number of manuscripts were submitted for publication, presented at professional association meetings, or circulated in working paper form. Our faculty's research continues to find its way into the very best industrial relations, social science and statistics journals.Faculty_Publications_2006_07.pdf: 46 downloads, before Oct. 1, 2020
Guest editors' introduction to special theme issue [of Teaching and Teacher Education]: marginalised pedagogues?
[Background and Rationale]: Writing in the International Handbook of Teachers and Teaching, Good, Biddle and Goodson (1997) referred to âthe recent flowering of works on the lives of teachersâ (p. 672). Although this âfloweringâ can be traced to earlier publications (see for example in the Australian context Connell, 1985 and Turney, Eltis, Towler & Wright, 1986), its existence is reflected in the creation and expansion of Special Interest Groups in various Educational Research Associations: Lives of Teachers in the
American Educational Research Association; Teachersâ Work and Lives in the Australian Association for Educational Research; Primary School Teachersâ Work in the British Educational Research Association; and Continuing Professional Development for Teachers and Leaders in Schools in the European Educational Research Association. In addition, there is the publication of texts such as the
2 collections edited by Goodson and Hargreaves (1996) and Tattam (1998), entitled respectively Teachersâ Professional Lives and Tales from the Blackboard; books like Huberman with Grounauer and Martiâs The Lives of Teachers (1993) and
Muchmoreâs A Teacherâs Life: Stories of Literacy, Teacher Thinking and Professional Development (2004); and texts written by authors who have contributed to this volume, including June A. Gordonâs The Color of Teaching (2000) and Beyond the Classroom Walls: Ethnographic Inquiry As Pedagogy (2002). There are also the cinematic representations of educatorsâ lives, from Robin William as John Keating in Dead Poets Society (1989) to Julie Waltersâ memorable portrayal of Dame Marie Stubbs in Ahead of the Class (2005). These developments are manifestations of the recognition of the crucial links between what educators do and who they are â that is, between their work and their identities. Given the âfloweringâ noted by Good and his colleagues (1997), it is timely to interrogate those links in relation to a particular topic: the impact on educators of teaching so-called âminorityâ learners. By this term we mean the diversity of individuals and groups who by one measure or another are defined as âdifferentâ from the âmainstreamâ, including on the basis of age, ethnicity, gender, location, political and/or religious affiliations, and socioeconomic position. Given that âdifferenceâ often
shades into âdeficitâ and âdiscriminationâ, it is necessary to consider the extent to which educators teaching these learners see themselves as âmarginalisedâ â and/or perhaps as âprivilegedâ to be working with these learners, as âinnovatorsâ because they are away from the surveillance directed at âmainstreamâ education and so on. Through
a close examination of several incarnations of this âdifferenceâ, we have sought to explore in this special theme issue of Teaching and Teacher Education the character and existence of âmarginalised pedagoguesâ through posing such questions as the following:
What attracts educators to teaching learners who are âdifferentâ or âminorityâ?
What distinctive challenges and opportunities for the educatorsâ work arise from their interactions with âminorityâ learners?
What are the effects of such interactions on the educatorsâ identities?
What are the implications of these international studies for extending understandings of both educatorsâ lives and the education of âminorityâ learners?
The aims of the special theme issue have been as follows:
to represent a broad diversity of international studies of the work and identities of educators teaching âminorityâ learners
to investigate whether and how these educators construct themselves as âmarginalisedâ and/or as other kinds of pedagogues
to link that investigation to the broader literature on educatorsâ lives and the education of âminorityâ learners
ILR Faculty Publications 2004-05
The production of scholarly research continues to be one of the primary missions of the ILR School. During a typical academic year, ILR faculty members published or had accepted for publication over 25 books, edited volumes, and monographs, 170 articles and chapters in edited volumes, numerous book reviews. In addition, a large number of manuscripts were submitted for publication, presented at professional association meetings, or circulated in working paper form. Our faculty's research continues to find its way into the very best industrial relations, social science and statistics journals.Faculty_Publications_2004_05.pdf: 37 downloads, before Oct. 1, 2020
Focal Spot, Summer 1986
https://digitalcommons.wustl.edu/focal_spot_archives/1043/thumbnail.jp
Introduction- Twenty-Five Years of the Fordham International Law Journal
A review of the history of the Fordham ILJ. It is a partial reprint of an essay published in 20 FORDHAM INT\u27L L.J. 1 (1996). The essay attempts to briefly summarize the purpose of the ILJ and past volumes
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