Reviews section February 2012—Part III     

Bob Wood 《International Journal of Information Management》2012

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Preventing Problem Behaviors in Children with Disabilities     

Bob Algozzine 《Exceptionality》2013,21(2):65-66

Abstract

In this article, we describe an investigation in which a teacher taught four students with moderate mental retardation to read sight words using a progressive time‐delay procedure. Definitions of the target words were presented incidentally in the consequent statement. Through the small‐group arrangement, students had the opportunity to learn through observation the other students' target words and incidental information. All students acquired their target words and at least 50% of the incidental and observational words and definitions to which they were exposed. We interpret these data as suggesting that teachers should systematically include related nontargeted information in their instruction and provide opportunities for observational learning to occur.  相似文献   

The Move Towards Managerialism: Perceptions of staff in “traditional” and “new” UK universities     

Kok  Seng-Kiat  Douglas  Alex  McClelland  Bob  Bryde  David 《Tertiary Education and Management》2010,16(2):99-113

Tertiary Education and Management - The raison d’être of higher education institutions is to educate individuals, undertake research, and disseminate knowledge into the public domain....  相似文献   

Mediatizing educational policy: the journalistic field,science policy,and cross‐field effects     

Bob Lingard 《教育政策杂志》2013,28(3):361-380

This paper is concerned to demonstrate the usefulness of the theory of Bourdieu, including the concepts of field, logics of practice and habitus, to understanding relationships between media and policy, what Fairclough has called the ‘mediatization’ of policy. Specifically, the paper draws upon Bourdieu’s accessible account of the journalistic field as outlined in On television and journalism. The usefulness of this work is illustrated through a case study of a recent Australian science policy, The chance to change. As this policy went through various iterations and media representations, its naming and structure became more aphoristic. This is the mediatization of contemporary policy, which often results in policy as sound bite. The case study also shows the cross‐field effects of this policy in education, illustrating how today educational policy can be spawned from developments in other public policy fields.  相似文献   

Toward literacies of engagement: The politics of compliance and school choice     

Bob Fecho 《课程研究杂志》2013,45(5):621-630

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Revisiting Ernest Hemingway and Baseball: Sanity,Success, and Suicide          下载免费PDF全文

Bob Reising 《Journal of American culture (Malden, Mass. : 2003)》2016,39(2):165-176

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The communication of laboratory investigations by university entrants     

Bob Campbell  Loveness Kaunda  Saalih Allie  Andy Buffler  Fred Lubben 《科学教学研究杂志》2000,37(8):839-853

The purpose of the study reported here was to analyse the ways in which unversity entrant science students carry out and communicate experimental activities and to identify a model to explain characteristic communication practices. The study was prompted by a need to inform the development of an introductory laboratory course. The students studied shared an educational background characterised by a lack of experience with laboratory work and scientific writing. Seven groups of three students were studied. The investigative strategies of these groups were observed. Laboratory reports were used to identify the ways in which students communicated these strategies. Data are presented that show a discrepancy between the strategies used and those reported. The results suggest that: (i) students' perceptions of the purpose of a laboratory task influence their decisions on what to report; (ii) understandings of laboratory procedures greatly influence their decision on what to report and on how much detail to include in a report and; (iii) knowledge of discourse rules contributes to effective reporting. It is concluded that students' communication of an investigation results from the differential operation of various perceptual filters that determine both the procedural and discourse elements of their reports. It is recommended that the communication of science should be taught explicitly and alongside the procedures and concepts of science. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 839–853, 2000  相似文献   

Newsnet     

Bob Wagner 《Performance Improvement》1983,22(5):33-34

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When wright is wrong     

James Ysseldyke  Bob Algozzine  Richard Regan  Margaret Potter 《Psychology in the schools》1981,18(4):508-508

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Instructing course developers in computer-based training     

Linda Shatzer  Bob Callan 《Performance Improvement》1986,25(9):18-19

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