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1.
Your Energy World Published by U.S. Department of Energy Blue Wings Flying by Elizabeth DeHuff Pictures by Dorothea Sierra Addison‐Wesley Publishing Co. Readding, Mass. 01867 Early Childhood Filmstrips Series Part I: About Myself Myself and Other People — Alike and Different My Family and Other Families—Alike and Different Everyone Needs Many Things by Ruth Jaynes, Beatrice Woodbrldge & Nancy Curry Bowmar/Noble Publishers, Inc. 4563 Colorado Los Angeles, CA 90039 “Man and His Gods: An Inquiry Into The Nature of Religions” Published by The Center for Humanities, Inc. 2 Holland Ave. White Plains, NY 10603 Alcohol: Facts, Myths and Decisions Published by Science and Mankind, Inc. Communications Park, Box 200 White Plains, New York 10601 相似文献
2.
Daisy M. Kuhnes 《The Educational forum》2013,77(4):497-498
I Ought to but… A Philosophical Approach to the Problem of Weakness of Will in Education by Roger Straughan. Atlantic Highlands, N.J.: Humanities Press, 1982. 235 pp. $23.00. The Problem of Values in Educational Thought by Philip L. Smith. Ames, la.: Iowa State University Press, 1982. 92 pp. $4.50. Holistic Education: Teaching of Science in the Affective Domain by Isadore L. Sonnier. New York: Philosophical Library, 1982. 126 pp. $13.95. Shaping Legislative Decisions: Educational Policy and the Social Sciences by Douglas E. Mitchell. Lexington, Ma.: Lexington Books, Inc., 1981.201 pp. $22.95. “I Respectfully Disagree with the Judge's Order”: The Boston School Desegregation Controversy by J. Michael Ross and William M. Berg. Washington, D.C.: University Press of America, Inc., 1981. 745 pp. 相似文献
3.
Schwandt, Thomas A. (1997) Qualitative Inquiry: a Dictionary of Terms. Thousand Oaks, CA: SAGE Publications, Inc. 183 pp. $ 23.95 ISBN‐0–7619–0254–6 VanTassel‐Baska, J. (1998). Excellence in Educating Gifted and Talented Learners, Third Edition with chapters by Camilla Persson Benbow, John F. Feldhusen, Kenneth Seeley, and Linda Kreger Silverman. Denver, CO: Love Publishing Co. (532pp., $58.00 hb, ISBN 0–89108–255–7. Moore, D.P. and Buttner, E.H. (1997). Women entrepreneurs: Moving beyond the glass ceiling. Thousand Oaks, CA: Sage Publications, Inc. (262 pp., $19.95 pb, ISBN 0–7619–0464–6) Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development (132 pp., $21.95 pb, ISBN 0–87120–342–1). 相似文献
4.
《Paedagogica Historica: International Journal of the History of Education》2012,48(2-3):467-474
If we consider the shape of the criminal field during the Third Republic, we observe quite a sophisticated architecture which is due to the creation of intermediary spaces such as the Conseil supérieur des prisons or the Société générale des prisons. As a laboratory for criminal law, the Société established itself as a kind of private and extra‐parliamentary commission, permanently in session. Consideration of these spaces will enable us to reflect upon the sociopolitical ways of elaborating law, the networks of social reform or public action and the different development “schemes” of the political aspects in the criminal domain. 1 相似文献
5.
Susan K. Jacobson Jeffrey Salmon Nicholas J. Smith-sebasto Marylin Lisowski Theodore S. May Charles E. Roth 《The Journal of environmental education》2013,44(1):49-60
Abstract The RFF Reader in Environmental Science and Resource Management , edited by Wallace E. Oates. Washington, DC: Resources for the Future. 1999. Paperback. $22.95. ISBN 0-915707-96-9. Science through Multiple Intelligences: Patterns that Inspire Inquiry , by Robert Barkman. Tucson, AZ: Zephyr Press, Inc. 1999. Paperback. 165 pages. $39.00. ISBN 1-56976-096-9. Earth Report 2000: Revisiting the True State of the Planet , edited by Ronald Bailey. New York: McGraw-Hill. 2000. Paperback. 362 pages. $19.95. ISBN 0-07-134260-5. Hard Green: Saving the Environment from the Environmentalists (A Conservative Manifesto) , by Peter Huber. New York: Basic Books. 1999. Hardcover. $25.00. ISBN 0-468-03112-9. Song of the Meadowlark , by James Eggert. Berkeley, CA: Ten Speed Press. 1999. Paperback. 145 pages. $12.95. ISBN 1-58008-034-0. The Greening of Planet Earth: The Effects of Carbon Dioxide on the Biosphere , Greening Earth Society, 4301 Wilson Blvd., Suite 805, Arlington, VA 22203-4193; tel. 703-907-6168; fax 703-907-6161; info@greeningearthsociety.org. 1992. Color. 27 min 50 s. $15.00. The Greening of Planet Earth Continues: The Promise for the 21st Century & Beyond , Greening Earth Society. 1998. Color. 27 min 30 s. $15.00 (or both for $25.00). Nature's Nation: An Environmental History of the United States , by John Opie. New York: Harcourt Brace and Company. 1998. Paperback. 515 pages. ISBN 0-15-500219-8. Visions of Paradise: Glimpses of Our Landscape's Legacy , by John Warfield Simpson. Berkeley: University of California Press. 1999. Clothbound. 387 pages. $35.00. ISBN 0-520-21364-5. Beyond the Land Ethic: More Essays in Environmental Philosophy , by J. Baird Callicott. Albany: State University of New York Press. 1999. Paperback. 427 pp. $24.95. ISBN 0-7914-4084-2. The Morning After Earth Day , by Mary Graham. Washington, DC: Brookings Institution Press. 1999. Hardcover, 153 pages. ISBN 0-8157-3236-8. Natural Resource Management and Institutional Change , by Diana Carney and John Farrington. New York: Routledge. 1998. Hardback. 120 pages. $60.00. ISBN 0-415-18604-8. Green Ink: An Introduction to Environmental Journalism , by Michael Frome. Salt Lake City: University of Utah Press. 1998. Paperback. 204 pages. $19.95. ISBN 0-87480-582-1. 相似文献
6.
Paul Hounchell Nan Lacy H. O. Burgess George H. Deer J. Hooper Wise Harold Bright 《Peabody Journal of Education》2013,88(4):253-266
Answer Me That! Suzanne E. Dennis. Illustrated by Owen Wood. New York: The Bobbs‐Merrill Company, 1969. 29 pp. $4.50. Educational and Psychological Measurement. David A. Payne and Robert F. McMorris. Waltham, Mass: Blais‐dell Publishing Company, 1967. X + 419 pp. $4.95. The Exceptional Infant. Jerome Hellmuth, ed. Seattle, Washington: Special Child Publications, 1967. 568 pp. $12.50. The Green Thumb Story. Jean Fiedler. Pictures by Wayne Blickenstaff. New York: Scholastic Book Services, 1964. 48 pp. 350. School Is . . . by the people in Room 122, P. S. 52, Buffalo, New York and their teacher Theresa Lopata. Designed and illustrated by Tim Lewis. New York: The Macmillan Company, 1969. 61 pp. $1.95. The Principal Works with the Visually Impaired. Geraldine T. Scholl. Washington, D. C.: The Council for Exceptional Children, 1968. 62 pp. $1.50. The Human Reproductive System. Morris Krieger. New York: Sterling Publishing Co., Inc., 1969. 96pp. $4.94. Elementary School Science and How to Teach It. Glenn O. Blough and Julius Schwartz. New York: Holt, Rinehart and Winston, Inc., 1969. 810 pp. $11.95. The Changing Classroom: The Role of the Biological Sciences Curriculum Study. Arnold B. Grobman. Garden City: Doubleday &; Company, Inc., 1969. 370 pp. $6.95. 相似文献
7.
Don Ambrose 《Roeper Review》2013,35(1):50-56
How to read and understand poetry Edgar Allan Poe American story poems Pleasantville, New York: Educational Audio‐Visual, Inc. The Cousteau oceanography series: “The Water Planet, Sets I and II” Burbank, California: Walt Disney Educational Media Company Amazing world of Dinosaurs multimedia kit Burbank, California: Walt Disney Educational Media Company 相似文献
8.
《International Journal of Research & Method in Education》2013,36(2):206-222
Assumptions about a child's competence to voice an opinion often inhibit efforts to find effective methods for participation. Answers to questions are sought from the significant adults who surround a child [Morris, J. 2003. “Including All Children: Finding Out about the Experiences of Children with Communication and/or Cognitive Impairments.” Children and Society 17: 337–348.]. Indeed, methods that ask adults rather than children about children's lives have often been justified as the only way in which a ‘truth’ [Westcott, H. L., and K. S. Littleton. 2005. “Exploring Meaning in Interviews with Children.” In Researching Children's Experience: Approaches and Methods. London: Sage] may be established as to how it feels to be that child, whatever their age. This stance has been increasingly challenged [Clark, A., and P. Moss 2001. Listening to Young Children the Mosaic Approach. Norwich: National Children's Bureau] with the argument that only by ‘giving them a direct and unfettered voice’ [Winter, K. 2006. “Widening Our Knowledge Concerning Young Looked After Children: The Case for Research Using Sociological Models of Childhood.” Child and Family Social Work 11: 55–64; Winter, K. 2010. “Ascertaining the Perspectives of Young Children in Care: Case Studies using Reality Boxes.” Children and Society: The International Journal of Childhood and Children's Services 61] can children's views be properly sought and represented. Research looking at the experiences of children when they were taken into the care of the local authority meant that some difficult, complex, sometimes painful questions may be asked. In this paper, I explore the development and use of creative, interactive methods with children aged 4–13 that facilitated their participation and avoided causing undue distress. I also debate the importance of engaging with children where their circumstances and past experiences are distressful arguing that a relationship where listening carefully is paramount enables the child's voice to be heard. 相似文献
9.
Marion Porath 《Roeper Review》2013,35(1):66-67
Doll, B. and Doll, C. (1997). Bibliotherapy With Young People: Librarians and Mental Health Professionals Working Together. Englewood, Colorado: Libraries Unlimited, Inc., (124 pp., $23.00 Pb, ISBN: 1–56308–407–4) Ford, D. Y. (1996). Reversing Underachievement Among Gifted Black Students: Promising Practices and Programs. New York, NY: Teachers College Press (236 pp.,$24.95, ISBN‐0–8077–3535–3). Harris, V.J. (1997). Using Multiethnic Literature in the K‐8 Classroom. Norwood, MA: Christopher‐Gordon Publishers, Inc. (300 pp., SBN 0–926842–60–9). Ellis, A. and Llewellyn, M. (1997). Dealing with Differences: Taking Action on Class, Race, Gender and Disability. Thousand Oaks, California: Corwin Press, Inc. (158 pp., $24.95 paper, ISBN‐0–8039–6430–7). Delisle, R. (1997). How to Use Problem‐Based Learning in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development (107 pp., $12.95 paper, ISBN 0–87120–291–3). Torp, L., &; Sage, S. (1998). Problems as Possibilities: Problem‐based learning for K‐12 education. Alexandria, VA: Association for Supervision and Curriculum Development (102 pp., $15.95 paper, ISBN 0–87120–297–2) 相似文献
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11.
John G. McGarrigle 《Irish Educational Studies》2018,37(2):275-293
This article provides a glimpse into the use of arts-based methods within a narrative inquiry into learning in an early years degree. Drawing on writing as inquiry [Richardson, L., and E. A. St. Pierre. 2005. “Writing: A Method of Inquiry.” In The Sage Handbook of Qualitative Research, edited by N. K. Denzin, and Y. K. Lincoln, 959–978. Thousand Oaks, CA: Sage], arts-based research [Estrella, K., and M. Forinash. 2007. “Narrative Inquiry and Arts-Based Inquiry: Multinarrative Perspectives.” Journal of Humanistic Psychology 47 (3): 376–383; Barone, T., and E. W. Eisner. 2012. Arts Based Research. Los Angeles, CA: Sage; Leavy, P. 2015. Method Meets Art: Second Edition: Arts-Based Research Practice. New York: Guilford Press], narrative inquiry [Kim, Jeong-Hee. 2016. Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research. Los Angeles, CA: Sage], autoethnography [Ellis, C., T. Adams, and A. Bochner. 2010. Autoethnography: An Overview. Forum Qualitative Sozialforschung/ Forum Qualitative Social Research 12 (1). http://www.qualitative-research.net/index.php/fqs/article/view/1589/3095] [Holman Jones, S. 2005. “Autoethnography – Making the Personal Political.” In The Sage Handbook of Qualitative Research, edited by N. K. Denzin, and Y. S. Lincoln. Thousand Oaks, CA: Sage; Wyatt, J. 2008. “No Longer Loss: Autoethnographic Stammering.” Qualitative Inquiry 14 (6): 955–967; Trahar, S. 2009. “Beyond the Story Itself: Narrative Inquiry and Autoethnography in Intercultural Research in Higher Education.” Forum Qualitative Sozialforschung/Forum: Qualitative Social Research 10 (1)] and the philosophical notion of the rhizome [Deleuze, G., and F. Guattari. 1987. A Thousand Plateaus: Capitalism and Schizophrenia. Translated by B. Massumi. Vol. 2, Capitalism and Schizophrenia. Minneapolis, MN: University of Minnesota. Original edition, Mille Plateaux, volume 2 of Capitlisme et Schizophrenie, 1980, Les Editions de Minuit, Paris; Jackson, A. Y. 2003. “Rhizovocality.” International Journal of Qualitative Studies in Education 16 (5): 693–710; Honan, E. 2007. “Writing a Rhizome: an (im)Plausible Methodology.” International Journal of Qualitative Studies in Education 20 (5): 531–546; Sermijn, J., P. Devlieger, and G. Loots. 2008. “The Narrative Construction of the Self: Selfhood as a Rhizomatic Story.” Qualitative Inquiry 14 (4): 632–650; Clarke, B., and J. Parsons. 2009. “Becoming Rhizome Researchers.” Reconceptualising Educational Research Methodology 4 (1): 205–215; Sellers, M. 2015. “‘Working with (a) Rhizoanalysis’ and Working (with) a Rhizoanalysis.” Complicity 12 (1)], the author, a timid ‘I’, seeks to disrupt commonly accepted modes of representing knowledge through a performative text that enacts rather than fixates meaning. The purpose is to attempt to shift the ‘discursively established, sedimented strata of educational theory and practice that continue to be highly influential in a great many institutional and policy driven contexts?…?’ (Sikes and Gale, 2006, final paragraph). The hope is to effect some change in research methodologies that marginalise and to highlight the political within the three dimensional inquiry space [Clandinin, D. J., and F. M. Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Jossey-Bass; Clandinin, D. J. 2006. “Narrative Inquiry: A Methodology for Studying Lived Experience.” Research Studies in Education 27 (1): 44–54] of Early Childhood education and practice. 相似文献
12.
Abstract Ecology and Our Endangered Life-Support Systems, Eugene P. Odum. Sunderland, Massachusetts: Sinauer Associates, Inc., 1989. 283 pages. Paperback, $15.95. Reviewed by Frank Knight. Nontoxic, Natural, &; Earthwise, Debra Lynn Dadd. Los Angeles, Jeremy P. Tarcher, Inc. 1990. 360 pages. Paperback, $12.95. Reviewed by Diane Wiessinger. Dreamers and Defenders: American Conservationists, Douglas H. Strong. Lincoln and London: University of Nebraska Press, 1988. 295 pages. Paperback, $9.95. Reviewed by John F. Disinger. Seabrook Station: Citizen Politics and Nuclear Power, Henry F. Bedford. University of Massachusetts Press, 1990. 224 pages. Hardback, $22.95. Reviewed by Margaret Millett Zemach. 相似文献
13.
Vivienne Gross Louise O'Connor Sue Smedley David Thomas 《Pastoral Care in Education》2013,31(3):40-42
Vivienne Gross, Hackney Child and Family Consultation Service, Child Abuse and the School's Response: A Workshop for Professionals Involved with Ghildren/Young People from Nursery to Further Education by Eve Brock. Harlow, Essex: Longman, 1992. 22pp. ISBN 0 58210060 7, £25.00 Louise O'Connor, Roehampton Institute, Social Education and Personal Development Studies in Primary Education by Delwyn and Eva Tattum. London: David Fulton, 1992. 194pp. pb ISBN 185346 110 5, £12.99 Sue Smedley, Froebel Institute College, Stress in Teaching by Jack Dunham. London and New York: Routledge, 1992. 200pp. hb ISBN 0 415 06634 4, £35, pb ISBN 0 415 06635 2, £12.99 David Thomas, Department of Education University of Liverpool, Learning Support for Young People in Transition: Leaving School for Further Education and Work by Jean McGinfy and John Fish. Milton Keynes: Open University Press. 116pp. pb ISBN 0 335 09765 0, n.p. 相似文献
14.
Dr. David C. Phillips 《Communication quarterly》2013,61(1):28-30
Lindsley, Charles F., Radio and Television Communication, N. Y.: McGraw‐Hill Book Co., 1952, 492 pp. $5.50. White, Melvin R., Beginning Television Production, Minneapolis: Burgess Publishing Co., 1953, 107 pp. $2.50. Chinn. Howard, Television Broadcasting, N. Y.: McGraw‐Hill Book Co., 1953, 700 pp. $10.00 Hahn, Elsie, et. al., Basic Voice Training for Speech, N. Y.: McGraw‐Hill Book Co., 253 pp. $4.25. Raubicheck, Letitia, Your Voice and Speech, N. Y.: Prentice‐Hall, Inc., 1953, 376 pp. $4.05. Irwin, Ruth S., Speech and Hearing Therapy, N. Y.: Harper and Brothers, 1953, 202 pp. $2.50. Gruver, Bert, The Stage Manager's Handbook, N. Y.: Harper and Brothers, 1953, 202 pp. $2.50. Krutch, Joseph Wood, "Modernism”; in Modern Drama, Ithaca, N. Y.: Cornell University Press, 1953, 138 pp. $2.75. Kokeritz, Helge, Shakespeare's Pronunciation, New Haven: Yale University Press, 1953, 516 pp. $7.50. Stevenson, Burton. The Standard Book of Shakespeare Quotations, N. Y.: Funk and Wagnalls Co., 1953, 766 pp. $7.50. Lowrey, Sara and Johnson, Gertrude E., Interpretative Reading, N. Y.: Appleton‐Century‐Crofts, Inc., 1953, 595 pp. $3.75. 相似文献
15.
Vito N. Silvestri 《Communication quarterly》2013,61(2):42-43
Interfacing communication and propaganda Jacques Ellul, Propaganda, New York, Alfred A. Knopf, Inc., 1966 Joe McGinniss, The Selling of the President 1968, New York, Trident Press, 1969 George A. Miller, The Psychology of Communication, Seven Essays, New York, Basic Books, Inc., 1967 Alfred G. Smith, Communication and Culture, New York, Holt, Rinehart and Winston, Inc., 1966 Raymond G. Smith, Speech Communication: Theory and Models, New York, Harper and Row, Inc., 1970. 相似文献
16.
Lewis A. Richards 《College Teaching》2013,61(3):146-148
“And the shoemaker was not allowed by us to be a husbandman or a weaver, or a builder–in order that we might have our shoes well made.” Plato, Republic, Book II. 相似文献
17.
Richard J. Borden 《The Journal of environmental education》2013,44(2):14-19
ABSTRACT:The attitudes of individuals who engage in environmentally responsible activities (e.g., recycling, energy conservation, community projects, consumer boycotting, etc.) with either low, moderate, or high frequency were compared using semantic differential techniques. Results showed that evaluative dimension scores for “pollution,” “technology,” and “nature” yielded a multiple-R of .63 with the behavioral criterion. Attitude toward pollution was a strong predictor of involvement in anti-pollution activities. Also, strong beliefs in technology may diffuse environmental responsibility in a way analogous to the presence of other bystanders in interpersonal altruistic situations. Taken together, the results indicate that personal commitment to environmentally corrective behaviors is importantly determined by the person's evaluative response to widely publicized environmental topics. Further theoretical and educational implications are also discussed. 相似文献
18.
Amos Draw v3.51. SmallWaters Inc., 1507 East 53rd Street, Suite 452, Chicago, IL. MS® Windows® 3.x, 95, NT. Chartist v1.7. NovaGraph, Inc., P. O. Box 80115, Richardson, TX. MS® Windows® 3.x, 95, NT. Microsoft PowerPoint v7. Microsoft Corp., One Microsoft Way, Redmond, WA 98052–6399. MS® Windows® 3.x, 95, NT. EQS v5.3. Multivariate Software, Inc., 4924 Balboa Boulevard, #368, Encino, CA. Windows® 3.x, 95, NT; Mac® OS 7.0 (and above). MS Paint. (Packaged with Windows® 3.x, 95). Visio v1.0. Visio Corp., 520 Pike Street, Suite 1800, Seattle, WA 98101. MS® Windows® 3.x, 95, NT. 相似文献
19.
Lorna Jimerson 《Equity & Excellence in Education》2013,46(3):211-219
No Child Left Behind (NCLB) has been proclaimed by some as a reform that will improve education for students from all backgrounds, in all locations. The main components of NCLB, however, are biased against students in small and rural schools. This bias, called “placism,” discriminates against people based on where they live. This rural incompatibility is evident in NCLB's accountability provisions, sanctions, and highly qualified teacher provisions. Problems in these areas are the result of ignoring, or distorting, the realities of rural schooling. The accountability provisions are constructed so that small schools will frequently be incorrectly labeled as failing. The sanctions, inappropriate for rural areas, fail to provide solutions to existing rural challenges. The “highly qualified” teacher provisions make it more difficult, not easier, for rural districts to attract and retain competent teachers. Unless these injustices are corrected, NCLB will serve to decrease educational quality for rural students. 相似文献
20.
Steve Adams, Derbyshire LEA/University of Nottingham, Perspectives on Pastoral Care, Woocester, A. and Hall, E. 1986, University of Nottingham School of Education, (No. 5 in Human Relations in Education Series) Eileen Callely, University of Cardiff, Educational Systems for Disruptive Adolescents, Topping, Keith 1983, Croom Helm Ltd., Beckenham, Kent, U.K. (also St. Martin's Press Inc, New York) £7.95 Susan Heyes, Essex Institute of Higher Education, All in a day's work, Walker, D. 1985, Edward Arnold; Them and Us, Parkes, R. 1985, Edward Arnold Peter Ribbins, University of Birmingham, GO 87: Graduate Opportunities, Pierce, Liz, (Ed), 1986, Newpoint Publishing, £15.00 pp. 920 Barbara Sharples, Worden High School, Lanes, Child Psychology in Action , John Harris, 1986, Croom Helm Colin J. Smith, University of Birmingham, Special Need in Ordinary Classrooms, G. Hanko, Publisher: Basil Blackwell 相似文献