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1.
Reviews: 1     
Riding, Richard & Rayner, Steven (1998) Cognitive styles and learning strategies David Fulton (London) ISBN 1-85346-480-5 213 pp £19
http://www.fultonpublishers.co.uk orders@fultonpublishers.co.uk  相似文献   

2.
Reviews: 16     
Hewson, Claire et al (2003) Internet research methods Sage (London & Thousand Oaks CA) ISBN 0-7619-5920-3 155 pp £18.99 (boards £60)
http://www.sagepub.co.uk info@sagepub.co.uk  相似文献   

3.
Reviews: 15     
Finkelstein, Martin et al (2000) Dollars, distance, and online education Oryx (Phoenix AZ (& Eurospan, London)) ISBN 1-57356-395-1 373 pp £33.95 boards
http://www.eurospan.co.uk orders@eurospan.co.uk  相似文献   

4.
Reviews: 14     
Dahanayake, Ajantha & Gerhardt, Waltraud (2003) Web-enabled systems integration Idea Group (Hershey PA, & Eurospan, London) ISBN 1-59140-041-4 319 pp $84.95 boards
http://www.eurospan.co.uk orders@eurospan.co.uk  相似文献   

5.
Reviews: 3     
Cohen, Eli (2002) Challenges of IT education in the 21st century Idea Group (Hershey PA (& Eurospan London)) ISBN 1-930708-34-3 270 pp £58.50 boards
http://www.eurospan.co.uk orders@eurospan.co.uk  相似文献   

6.
Reviews: 2     
Cornford, James & Pollock, Neil (2003) Putting the university online Open University Press (Buckingham UK & Philadelphia PA) ISBN 0-335-21005-8 121 pp £19.99 (boards £60)
http://www.openup.co.uk enquiries@openup.co.uk  相似文献   

7.
Reviews: 9     
Rudestam, Kjell & Schoenholtz-Read, Judith ed (2002) Handbook of online learning Sage (Thousand Oaks CA & London) ISBN 0-7619-2403-5 460 pp £35 (boards £69)
http://www.sagepub.co.uk info@sagepub.co.uk  相似文献   

8.
Reviews: 4     
Garrison, D R & Anderson, Terry (2003) E-learning in the 21st Century RoutledgeFalmer (London & New York) ISBN 0-335-20791-X 109 pp £17.99 (boards £55)
http://www.tandf.co.uk enquiry@tandf.co.uk  相似文献   

9.
Reviews: 12     
Also received
Note that mention here does not preclude later fuller review.
Banes, David & Walter, Richard (2002) Internet for all David Fulton (London) ISBN 1-85346-881-9 136 pp £16
http://www.fultonpublishers.co.uk orders@fultonpublishers.co.uk  相似文献   

10.
Reviews: 8     
O'Neill, Harold F & Perez, Ray ed (2003) Technology applications in education Erlbaum (Mahwah NJ (& Eurospan, London)) ISBN 0-8058-3649-7 372 pp $79.95 boards
http://www.erlbaum.com orders@erlbaum.com http://www.eurospan.co.uk orders@eurospan.co.uk  相似文献   

11.
Reviews: 20     
Whitehead, Bruce et al (2003) Planning for technology Corwin (Thousand Oaks CA (& Sage, London)) ISBN 0-7619-4596-2 233 pp £27 (boards £58)
http://www.corwinpress.com order@corwinpress.com http://www.sagepub.co.uk info@sagepub.co.uk  相似文献   

12.
Young boys' ‘underachievement’ and their disaffection with learning continue to dominate education agendas [Francis, B. 2006. “Stop That Sex Drive.” Times Educational Supplement 30; Peeters, J. 2007. “Including Men in Early Childhood Education: Insights from the European Experience.” NZ Research in Early Childhood Education, 10. Accessed February 4, 2013. http://stop4-7.be/files/janpeeters10.pdf; Lloyd, T. 2009. Boys’ Underachievement: What Schools Think and Do. A University of Ulster Research Project Funded by the Department of Education and Northern Ireland Office. November. Accessed January 10, 2014. http://www.socsci.ulster.ac.uk/sociology/research/y%20publications/Boys%20underachievement.pdf; Lloyd, T. 2011. Boys’ Underachievement in Schools: Literature Review. Boys Development Project. Belfast: Centre for Young Men's Studies, Ulster University. Accessed February 4, 2013. http://www.boysdevelopmentproject.org.uk/downloads/reports/Boys%20and%20underachievement%20literature%20review%20edited%20in%20pdf.pdf]. In recent years, there has been an eruption of government policy making and public discourse in England [Moran, L. 2011. Quarter of All Primary Schools Have No Male Teachers Despite More Men Entering Profession. Daily Mail, September 2. Accessed February 4, 2013. http://www.dailymail.co.uk/news/article-2032970/Quarter-primary-schools-NO-male-teachers-despite-men-entering-profession.html#ixzz2JwpQjSL8; DfE (Department for Education). 2012b. Poor White Boys ‘Lagging Behind Classmates at Age Five’. The Telegraph, November 21. Accessed January 10, 2014. http://www.telegraph.co.uk/education/educationnews/9693409/Poor-white-boys-lagging-behind-classmates-at-age-five.html; PARITY. 2013. Is Action Overdue on Boys’ Academic Underachievement? Briefing Paper, March. Accessed January 10, 2014. http://www.parity-uk.org/Briefing/BoysEducPaperRev1b.pdf] calling for more men to transform young lives by working in the 0–8 sector and acting as male role models in an attempt to narrow the ‘attainment gap’. This paper critically explores the perceived qualities/characteristics of men who seemingly serve as ‘male role models’ by reporting on select doctoral research findings which sought to investigate the ambiguities of the male role model from the perspective of men who work in the 0–8 sector. Research participants were asked to identify the qualities/characteristics that they felt ‘male role models’ should exhibit for young boys in the early years (0–8). The qualities/characteristics identified were categorised by research participants as being ‘masculine’ (e.g. diplomatic), ‘feminine’ (e.g. caring) or ‘natural’ (meaning authentic). Whilst research evidence suggests that male role models will present a diverse range of personal and professional qualities/characteristics, it is argued that these are likely to be shaped by not only the needs and circumstances of the children that the ‘male role model’ comes into contact with, but also the expectations of others, e.g. parents/carers and staff. This paper argues that there is a real tension between those qualities/characteristics of the male role model that are created as a result of their personality/individual beliefs and those which are anticipated or enforced by others.  相似文献   

13.
This study employed the Semantic Differential technique to investigate the relationship between informal interaction with students and the accuracy with which faculty members project students' perceptions of the institutional climate at two colleges of Arts and Sciences. When subdivided into nominal categories of high, moderate, and low interactors on the basis of their frequency of informal, out-of-class contacts with students, high interactors were found to project consistently more accurate student ratings of the climate on a bureaucracy factor than low interactors. A similar, though not consistent, relationship was found between high and low interactors on an intellectualism/scholarship dimension.  相似文献   

14.
This paper considers the overt and covert discourses in two contemporary policy documents in England and Wales, The Nutbrown Review: Foundations for Quality ([DfE] Department for Education Department for Education. 2012. ‘The Nutbrown Review: Foundations for Quality: The Independent Review of Early Education and Childcare Qualifications.' DFE-00068 2012. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175463/Nutbrown-Review.pdf.) and More Great Childcare (MGC) ([DfE] Department for Education. 2013. ‘More Great Childcare: Raising Quality and Giving Parents More Choice.' DFE-00002-2013. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/219660/More_20Great_20Childcare_20v2.pdf.), which advocated a number of significant changes to Early Years provision. It employs Critical Discourse Analysis (CDA) to ask questions about relationships between language and society, specifically how these are managed in policy documents. Drawing on Foucauldian analysis on the power behind the words and utilising [Fairclough, N. 2010. Critical Discourse Analysis: The Critical Study of Language. Harlow: Pearson Education Ltd.] CDA, indications of underlying values and assumptions, overt and covert agendas were explored. Findings suggest a significant shift in concepts of quality, professionalism and childcare that positions the child as an investment in the future as a strong feature of the discourse within MGC as well as an increase in top-down frameworks. Both documents assert that quality and professionalism will only occur with top-down regulation and inspection. They propose a consumer market based model of practice that has implications for professionalism of the workforce and quality of children's experiences.  相似文献   

15.
Through reflection on the First International iPED Conference 2006, and its overarching theme of ‘Pedagogical Research and Academic Identities’, this paper considers the achievement of the wider aims of the conference, which were to facilitate dialogue between researchers in order to explore the conference themes collaboratively, and to provide networking opportunities which would enable participants to build alliances. The abstracts for all papers mentioned are available via the conference website www.coventry.ac.uk/iped2006.  相似文献   

16.
图书馆的社会使命自觉与现实的利益驱动是推进河池高校图书馆与地方公共图书馆资源共建和社会资源整合的有效路径。具体表现为采取以示范效应自下而上推进资源共建、大力进行各类合作平台建设、聚焦双赢合作项目、激发共建各方积极性等措施解决河池高校图书馆和地方公共图书馆在资源共建方面存在的问题。  相似文献   

17.
The challenges of social inclusion and access to the curriculum facing students with visual impairment in schools are well documented. The refreshed UK Vision Strategy (2013 UK Vision Strategy. (2013). Outcome 3. Retrieved from http://www.vision2020uk.org.uk/UKVisionstrategy/page.asp?section=289&sectionTitle=Outcome+3 [Google Scholar]) seeks to improve education for students with vision impairment. In order to do this, it is important to understand how students with visual impairment experience education. This study used interpretative phenomenological analysis to examine and understand the way in which two vision-impaired students with albinism experienced inclusion and support in high school. The students, aged 16 and 15, had approximately 10% functional vision, stable from birth and had a record of additional support needs at their respective schools. They were interviewed using a simple schedule of open questions to explore their perceptions of inclusion and of using low-vision aids in school. The two main themes that emerged from the interviews were experiencing low vision in school and experiencing additional support in school. A negative cycle of inclusion was identified based on the students’ internalised feelings of difference. Discrepancy was identified between the low-vision aid priorities identified by experts and those identified by students. Recommendations are made to address these issues.  相似文献   

18.
片面共犯应作为共同犯罪的一种特殊形式予以肯定。片面共犯区别于完全的共同犯罪，但有其存在的理论基础，符合共同犯罪的构成要件，并且当今的现实社会中存在着大量的片面共犯的现象。因此，应肯定片面共犯学说，完善共同犯罪理论。  相似文献   

19.

Lord Dearing delivered the Inaugural Annual Lecture of the Higher Education Policy Institute on 18 February 2003. This is a summary of the lecture, which can be viewed in full on www.hepi.ac.uk  相似文献   

20.
This article examines the verse-novel, a genre that has gained some prominence in children’s fiction in the last ten years. Reasons why this may be so are suggested and the chief evolving characteristics of the genre in both content and style are discussed. Notable examples of the verse-novel from Australia, the USA and the UK are analysed. Criteria are proposed by which the form can be evaluated. It appears to be a genre whose time has come.Joy Alexander was a secondary school teacher for twenty years before taking up her present position in 1995 as a lecturer in education in the Graduate School of Education at Queen’s University, Belfast, where she has responsibility for the training of prospective English teachers. She has published a number of articles on matters relating to English teaching and her interest in children’s literature has been expressed in articles on C.S. Lewis and on L.M. Montgomery.Sharon Creech web-site: http://sharoncreech.co.uk/ Steven Herrick web-site: http://www.acay.com.au/~sherrick/welcome.html Steven Herrick interview; http://www.scholastic.com.au/classroom/class_main_item.asp?issue Id=10&articleId= 41 Sonya Sones web-site: http://www.sonyasones.com/greatbooks.htm  相似文献   

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