Letters to the editor     

Gregg Phifer Editor  William S. Tacey  Evelyn Konigsberg Chairman  Paul L. Brownstone  Carroll C. Arnold 《Communication quarterly》2013,61(1)

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CRIME,CAUSE AND TREATMENT: RECENT RESEARCH AND THEORY     

Leslie T. Wilkins 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):18-32

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Savage Inequalities and the Discourse of Risk: What of the White Children Who Have So Much Green Grass?     

Mary Smith Arnold  Beth Blue Swadener 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):261-272

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The exchange and publication of research work in the field of education     

W. Arnold Lloyd 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(2):221-224

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How many colours are necessary to increase the reading speed of children with visual stress? A comparison of two systems     

Liane Smith  Arnold Wilkins 《Journal of Research in Reading》2007,30(3):332-343

We measured the increase in reading speed afforded by two currently available systems of coloured overlays: the Intuitive Overlays, which provide a choice of 30 colours, and the Eye Level Reading Rulers, which provide a choice of 5. Forty‐eight pupils from a local authority primary school who reported experiencing symptoms of visual stress were individually tested with both systems in a random order, balanced across pupils. There were no differences between the systems as regards the children's preference or the reduction in symptoms of visual stress. However, there was a significant increase in reading speed with the Intuitive Overlays and no increase, on average, with the Reading Rulers. Pupils showing an increase in reading speed of more than 5% with either overlay were tested again, on this occasion with Intuitive Overlays of the conventional size and those cut to the (much smaller) size of the Reading Rulers. There was no difference in reading speed between the large and small overlays. Participants whose reading speed increased with the Reading Rulers by as much as with the Intuitive Overlays tended to be those who chose a similar colour for both overlays. The general pattern of results suggests that the Reading Rulers failed to increase reading speed because they do not offer sufficient colours and hence the benefits of the Reading Rulers in increasing reading speed are likely to be less than obtained with the Intuitive Overlays.  相似文献   

Education,class and nation     

C. Arnold Anderson 《Higher Education》1978,7(1):95-106

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Three Approaches Toward an Understanding of Sportsmanship     

Peter J. Arnold 《体育哲学杂志》2013,40(1):61-70

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EMERITUS PROFESSORS: ENGAGEMENT AND INVOLVEMENT     

Arnold J. Auerbach 《Educational gerontology》2013,39(4):277-287

Teachers and practitioners of gerontology in universities and social agencies are overlooking an important resource that resides in the skills, experience, and knowledge of retired professors. Many of them are healthy, financially secure, and willing to volunteer their talents in interdisciplinary and intergenerational projects on the campus and in the community. The author suggests that retired professors, organized in an Emeritus College, officially recognized and modestly funded, would bring a grand‐parental, extended‐family presence to the campus, and provide a partnership with teaching faculty and students involved in gerontological education and practice. Such a college would not displace regular faculty or graduate assistants, but provide supplementary support in organizing and participating in symposia, lectures, research, tutoring, public relations, fund‐raising, and similar activities on the campus and in the community. The two‐year experience at Southern Illinois University in Carbondale is reviewed.  相似文献   

Rescaling the local: multi-academy trusts,private monopoly and statecraft in England     

Andrew Wilkins 《Journal of educational administration and history》2017,49(2):171-185

For the past six years successive UK governments in England have introduced reforms intended to usher in less aggregated, top-down, bureaucratically overloaded models of service delivery. Yet the ‘hollowing out’ of local government has not resulted in less bureaucracy on the ground or less regulation from above, nor has it diminished hierarchy as an organising principle of education governance. Monopolies and monopolistic practices dominated by powerful bureaucracies and professional groups persist, albeit realised through the involvement of new actors and organisations from business and philanthropy. In this paper I adopt a governmentality perspective to explore the political significance of large multi-academy trusts (MATs) – private sponsors contracted by central government to run publicly funded schools – to the generation of new scalar hierarchies and accountability infrastructures that assist in bringing the gaze of government to bear upon the actions of schools that are otherwise less visible under local government management.  相似文献   

John Hattie: Visible learning: A synthesis of over 800 meta-analyses relating to achievement     

Ivo Arnold 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):219

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