DISCOVER as a library resource     

JoAnn Harris Bowlsbey 《Journal of Career Development》1991,18(1):73-82

JoAnn Harris Bowlsbey is Vice President and Director, DISCOVER, American College Testing, 230 Schilling Circle, Hunt Valley, Maryland 21031.  相似文献   

III. Narrative and Vote-Count Synthesis of Comparisons with Only Directional Outcomes     

Harris Cooper  Kelly Charlton  Jeffrey C. Valentine  & Laura Muhlenbruck 《Monographs of the Society for Research in Child Development》2000,65(1):27-37

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General population norms about child abuse and neglect and associations with childhood experiences     

Bensley L  Ruggles D  Simmons KW  Harris C  Williams K  Putvin T  Allen M 《Child abuse & neglect》2004,28(12):1321-1337

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.  相似文献   

Attitudes toward learning oral communication skills online: the importance of intrinsic interest and student-instructor differences     

Keith M. Harris  Liam Phelan  Bonnie McBain  Jennifer Archer  Antony J. Drew  Carole James 《Educational technology research and development : ETR & D》2016,64(4):591-609

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The rights of children and young people under special educational needs legislation in England: an inclusive agenda?     

Neville Harris  Gail Davidge 《International Journal of Inclusive Education》2019,23(5):491-506

ABSTRACT

In this article we consider the rights of children and young people with special educational needs and disabilities in England, introduced under the Children and Families Act 2014, within the context of the wider reforms made by the Act. Drawing primarily on key informant interviews conducted as part of an ESRC project on Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1), and making reference to the international framework of children’s and disabled persons’ rights, we present an analysis of the (mostly professional) viewpoints gathered and what they tell us about the progress towards the realisation of children and young people’s autonomy and agency in this field.  相似文献   

IMPROVING SCHOOLS IN DIFFICULT CONTEXTS: TOWARDS A DIFFERENTIATED APPROACH   总被引：3，自引：0，他引：3  

Alma Harris  Christopher Chapman 《British Journal of Educational Studies》2004,52(4):417-431

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Evaluation of existing criteria for judging the quality of science exhibits     

Harris H. Shettel  Pamela C. Reilly 《Educational technology research and development : ETR & D》1966,14(4):479-488

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NOW. THEN. TOMORROW. In Memory of Grace Lee Boggs     

Aurora Esperanza Harris 《Educational Studies A Journal of the American Educational Studies Association》2016,52(2):188-191

A poem that highlights the life of Grace Lee Boggs, a Chinese American philosopher, activist, author, and feminist that passed away in Detroit, Michigan at the age of 100 years old on October 5, 2015. Now. Then. Tomorrow was written 2 days before Ms. Boggs’ memorial service. The poem contains the poet's memories of Ms. Boggs and community struggles related to race and class in Detroit, Michigan.  相似文献   

School-based decision making,American style: Perspectives and practices throughout the United States     

Rosetta F. Sandidge  Charles J. Russo  J. John Harris III  Harriett H. Ford 《Interchange》1996,27(3-4):313-329

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Leading Change in Schools in Difficulty     

Alma Harris 《Journal of Educational Change》2006,7(1-2):9-18

School improvement is a complex undertaking for any school but for schools in challenging or difficult circumstances it presents extra problems. Not only do schools in challenging circumstances often face acute levels of socio-economic deprivation, but also, improvement or change efforts can be extremely fragile in these volatile school contexts. This article focuses upon the process of leading change in a group of schools in challenging circumstances in England. It draws upon empirical data and focuses particularly on the process of leading change in schools in difficulty by exploring three leadership themes. The article concludes by arguing that while the quality of leadership is undoubtedly important in these school contexts it is simply not sufficient to combat the stubborn relationship between social disadvantage and underachievement. This relationship is more likely to be broken through structural change and localised and community-based action rather than through the forces of standardization or accountability.  相似文献