Macbeth: The Final Frontier!     

Adrian Burke  Gill Ager 《English in Education》1985,19(2):49-54

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Refinements Introduced in the Oddy Test Methodology     

Capucine Korenberg  Melanie Keable  Julie Phippard  Adrian Doyle 《文物保护研究》2018,63(1):2-12

The ‘Oddy test’ is an accelerated corrosion test introduced in the 1970s at the British Museum to identify materials likely to emit volatile substances that could harm museum artefacts. It is carried out in many museums all around the world, but not always using the same methodology, which makes it difficult to compare and share test results between institutions. Refinements to the Oddy test methodology have been implemented at the British Museum over the last decade and the aim of this paper is to present these and promote consistency across institutions. The modifications introduced concern the method used to wash the glassware, the preparation of the metal coupons, and standard methods for preparing samples of liquid coatings, adhesives, and adhesive tapes. Finally, conducting Oddy tests is time consuming and measures employed at the British Museum to reduce the number of materials to be tested and streamline testing are described.  相似文献   

New Visuality in Art/Science: A Pedagogy of Connection for Cognitive Growth and Creativity     

Kathryn Grushka  Alice Hope  Neville Clement  Miranda Lawry  Andy Devine 《Peabody Journal of Education》2018,93(3):320-331

New visuality in art/science pedagogies challenges teachers to rethink their curriculum and the role of digital new media in facilitating conceptual thinking and the role of the creative representation of knowledge. Recent neuroscientific research on cognition, perception, memory, and emotion inform and provoke implications for 21st-century learning. Analysis of student artwork uncovers pedagogical challenges for teachers. Teachers use visual learning and its forms of higher process thinking to allow students to make cognitive connections with images, giving them the capacity to integrate concepts for the communication of art/science learning. Examples of student learning from years 3–5 and 15–17 illustrate these ideas.  相似文献   

Who’s counting whom? Non-National museum attendances in the UK: part 1     

Adrian Babbidge 《Cultural Trends》2018,27(4):239-250

ABSTRACT

This paper is the first part of a study on visit numbers to UK regional and local museums. It reviews the limited past research on the topic, examines the motivations for counting such visits and the means required to do so, and explores the methods used from the early nineteenth century to now. A concluding section discusses the theme within the context of modern public policy on museums.

In relating historic context to current practice, it shows that, irrespective of the general use of visit numbers as a proxy for public interest and institutional importance, the practice of collecting museum visit numbers continues to be inconsistent and their publication erratic. It suggests that the lack of accepted good practice makes this an area for improvement.  相似文献   

Trends in the developmental base of doctorates in educational psychology   总被引：1，自引：1，他引：0  

Adrian P. Van Mondfrans 《教育心理学家》2013,48(3)

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Fourteenth semi-annual motor gasoline survey     

E.C. Lane  J.M. Devine  Peter Grandone 《Journal of The Franklin Institute》1926,202(3):387

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Student attitudes and achievement in an educational psychology course after micro‐teaching1     

Adrian P. Van Mondfrans 《教育心理学家》2013,48(2):15-17

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The genetic and environmental covariation among psychopathic personality traits, and reactive and proactive aggression in childhood     

Bezdjian S  Tuvblad C  Raine A  Baker LA 《Child development》2011,82(4):1267-1281

The present study investigated the genetic and environmental covariance between psychopathic personality traits with reactive and proactive aggression in 9- to 10-year-old twins (N = 1,219). Psychopathic personality traits were assessed with the Child Psychopathy Scale (D. R. Lynam, 1997), while aggressive behaviors were assessed using the Reactive Proactive Questionnaire (A. Raine et al., 2006). Significant common genetic influences were found to be shared by psychopathic personality traits and aggressive behaviors using both caregiver (mainly mother) and child self-reports. Significant genetic and nonshared environmental influences specific to psychopathic personality traits and reactive and proactive aggression were also found, suggesting etiological independence among these phenotypes. Additionally, the genetic relation between psychopathic personality traits and aggression was significantly stronger for proactive than reactive aggression when using child self-reports.  相似文献   

Does generating examples aid proof production?     

Paola Iannone  Matthew Inglis  Juan Pablo Mejía-Ramos  Adrian Simpson  Keith Weber 《Educational Studies in Mathematics》2011,77(1):1-14

Many mathematics education researchers have suggested that asking learners to generate examples of mathematical concepts is an effective way of learning about novel concepts. To date, however, this suggestion has limited empirical support. We asked undergraduate students to study a novel concept by either tackling example generation tasks or reading worked solutions to these tasks. Contrary to suggestions in the literature, we found no advantage for the example generation group on subsequent proof production tasks. From a second study, we found that undergraduate students overwhelmingly adopt a trial and error approach to example generation and suggest that different example generation strategies may result in different learning gains. We conclude by arguing that the teaching strategy of example generation is not yet understood well enough to be a viable pedagogical recommendation.  相似文献   

Children,their world,their education: final report and recommendations of the Cambridge Primary Review     

Dympna Devine 《British Journal of Sociology of Education》2010,31(6):813-826

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