‘Peaks and troughs’ or ‘pigs in troughs‘?     

Alan SINGLETON 《Learned Publishing》2010,23(1):3-3

  相似文献   

Revisiting the association between reading achievement and antisocial behavior: new evidence of an environmental explanation from a twin study     

Trzesniewski KH  Moffitt TE  Caspi A  Taylor A  Maughan B 《Child development》2006,77(1):72-88

Previous studies have reported, but not explained, the reason for a robust association between reading achievement and antisocial behavior. This association was investigated using the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative 1994-1995 birth cohort of 5- and 7-year-olds. Results showed that the association resulted primarily from environmental factors common to both reading and antisocial behavior and was stronger in boys. Environmental factors also explained the relation between reading disability and conduct disorder. Leading candidate environmental risk factors weakly mediated the association. For boys the best explanation was a reciprocal causation model: poor reading led to antisocial behavior, and vice versa. In contrast, the relation between reading achievement and attention deficit hyperactivity disorder was best explained by common genetic influences.  相似文献   

Implementing the information prescription protocol in a family medicine practice: a case study     

Marianne Burke  Peggy Carey  Laura Haines  Alan P Lampson  Fred Pond 《Journal of the Medical Library Association》2010,98(3):228-234

  相似文献   

Audited key performance indicators: The western Australian university experience     

Dennis C. Ham  Alan C. Marshall 《Tertiary Education and Management》2013,19(4):255-262

  相似文献   

Student-centred learning: the role and responsibility of the lecturer     

Alan McCabe 《Teaching in Higher Education》2013,18(4):350-359

A student-centred approach to learning encourages students to have more responsibility for their learning and is a process that relies heavily on professional confidence to ‘let-go’ of traditional teaching responsibilities. This paper describes the introduction of a student-centred approach within one further education college in Ireland, explores the facilitation role of the lecturer and identifies strategies that have enabled effective transition from traditional pedagogical practice. The research incorporated semi-structured interviews with five lecturers who adopted student-centred learning in their teaching, focus group sessions with 36 students who engaged in a student-centred module and two classroom observations. The research identified some common understanding of a student-centred approach, although the emphasis differed slightly between lecturers and students, highlighting some implications for on-going practice.  相似文献   

Transformation at the University of Fort Hare,Eastern Cape Province,South Africa     

Alan Shaw 《Perspectives: Policy and Practice in Higher Education》2013,17(4):114-117

  相似文献   

Developmental Reporting for Professional Practice     

Alan Pritchard 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):21-27

A mentorship scheme based on supplemental instruction was established in a degree programme at the University of Sunderland. The aim of the scheme was to help with the integration of level two students (proteges) from franchise colleges onto the degree programme. Each mentor was responsible for three to four proteges. The mentors (level three students) kept diaries which have been analysed using qualitative principles. Four stages in the mentors career have been identified. The analysis has helped inform the progress of future developments in mentoring.  相似文献   

A Comparative Study of Two Models of Initial Teacher     

Ian Abbott  Linda Evans  Rosalind Goodyear  Alan Pritchard 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):37-39

  相似文献   

The Role of the Year Leader: an Analysis of the Perceptions of Year Leaders and Deputy Heads in 8‐12 Middle Schools     

Alan Paisey Head of Administrative Studies  Keith Alan‐Smith Pro‐Rector 《School Leadership & Management》2013,33(4):333-340

Today's school leaders are searching for a way to give value to and effectively manage a school's intangible assets to create a more holistic picture of student success. Schools establish partnerships with community organizations towards this end and to ultimately impact student learning. Utilizing the framework of principals as knowledge managers, this paper describes how school principals involved in a university partnership developed a tool to manage and intentionally utilize the intangible assets of the school–university partnership to increase student learning. Included are examples of how the tool was applied and suggestions for adapting the tool to any school partnership.  相似文献   

Recruitment and management development for primary headship     

Alan A. Coulson 《School Leadership & Management》2013,33(2):111-123

This article seeks to explain the ways in which leadership makes a difference to the quality of instruction in US schools by reviewing research published since 2000. The review of research is presented in three major sections, organised according to the methodology used in each study. The first section looks into quantitative studies that probe the structural relationships among members and activities related to teaching and learning. Primarily drawing on surveys completed by school stakeholders, these studies uncover patterns of influence using advanced statistical methods. The second section summarises findings from qualitative case study research, which provide specific examples of conditions that support the leadership patterns previously identified. The final section offers further explanations of how these patterns of influence operate by examining the alignment of formal and social components of interactions through network methodology.  相似文献