The contribution of a 'Quiet Place' to early intervention strategies for children with emotional and behavioural difficulties in mainstream schools     

Bob Spalding 《British Journal of Special Education》2000,27(3):129-134

Bob Spalding, Senior Lecturer in the Department of Education, University of Liverpool, outlines the nature of a holistically oriented therapeutic intervention ('Quiet Place') developed in some mainstream primary schools on Merseyside. It offers a focus for a variety of therapeutic interventions, as well as an environment conducive to a sense of well-being and relaxation. An evaluation of the first cohort of children to complete the programme is analysed in comparison with a control group, and the key factors in the success of the provision are identified.  相似文献   

Editorial     

Bob Davis 《Journal of Philosophy of Education》2014,48(1):iii-v

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From data to personal user models for life-long,life-wide learners     

Judy Kay  Bob Kummerfeld 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):2871-2884

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Editorial          下载免费PDF全文

Bob Davis 《Journal of Philosophy of Education》2016,50(4):493-495

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Kevin C. Desouza and Scott Paquette, Knowledge Management. An IntroductionFacet Publishing, London (2000)351 pp., price £49.95.     

Bob Wiggins 《International Journal of Information Management》2011,31(6):600-602

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Classes Divided into Study “Families'     

Bob Loeffelbein 《Clearing house (Menasha, Wis.)》2013,86(1)

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Editorial     

Bob Davis 《Journal of Philosophy of Education》2011,45(4):iii-iv

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President's Message     

Bob Mattox 《Journal of College Counseling》1998,1(1):5-6

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New scalar politics: implications for education policy     

Bob Lingard  Shaun Rawolle 《比较教育学》2011,47(4):489-502

This paper argues that globalisation has implications for research and theory in the social sciences, demanding that the social no longer be seen as homologous with nation, but also linked to postnational or global fields. This situation has theoretical and methodological implications for comparative education specifically focused on education policy, which traditionally has taken the nation-state as the unit of analysis, and also worked with ‘methodological nationalism’. The paper argues that globalisation has witnessed a rescaling of educational politics and policymaking and relocated some political authority to an emergent global education policy field, with implications for the functioning of national political authority and national education policy fields. This rescaling and this reworking of political authority are illustrated through two cases: the first is concerned with the impact of a globalised policy discourse of the ‘knowledge economy’ proselytised by the OECD and its impact in Australian policy developments; the second is concerned explicitly with the constitution of a global education policy field as a commensurate space of equivalence, as evidenced in the OECD’s PISA and educational indicators work and their increasing global coverage. The paper indicatively utilises Bourdieu’s ‘thinking tools’ to understand the emergent global education policy field and suggests these are very useful for doing comparative education policy analysis.  相似文献   

Defining educational research: A perspective of/on presidential addresses and the australian association for research in education     

Bob Lingard  Trevor Gale 《The Australian Educational Researcher》2010,37(1):21-49

This paper is concerned with the definition of the field of educational research and the changing and developing role of the Australian Association for Research in Education (AARE) in representing and constituting this field. The evidence for the argument is derived from AARE Presidential Addresses across its 40-year history. The paper documents the enhanced complexity and diversity of the field over these 40 years, including the emergence of a global educational policy field, theoretical and methodological developments in the social sciences and new research accountabilities such as the Excellence in Research for Australia (ERA) measure. Specifically, the paper suggests that the evidence-based movement in public management and education policy, and the introduction of the ERA, potentially limit and redefine the field of educational research, reducing the usefulness and relevance of educational research to policy makers and practitioners. This arises from a failure to recognise thatEducation is both a field of research and a field of policy and practice. Located against both developments, the paper argues for a principled eclecticism framed by a reassessment of quality, which can be applied to the huge variety of methodologies, theories, epistemologies and topics legitimately utilised and addressed within the field of educational research. At the same time, the paper argues the need to globalise the educational research imagination and deparochialise educational research. This call is located within a broader argument suggesting the need for a new social imaginary (in a post-neoliberal context of the global financial crisis) to frame educational policy and practice and the contribution that educational theory and research might make to its constitution. In relation to this, the paper considers the difficulties that political representations of such a new imaginary might entail for the President and the Association, given the variety of its membership and huge diversity of its research interests.  相似文献