Editorial     

Bob Davis 《Journal of Philosophy of Education》2012,46(3):iii-v

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Teachers' Perspectives on Working with Children Experiencing Loss     

Bob Spall  & Grace Jordan 《Pastoral Care in Education》1999,17(3):3-7

This paper investigates one aspect of the teacher's role which is likely to cause stress and in many cases some personal grief. A significant number of teachers at some point in their career find themselves offering support to pupils who have experienced loss. Using a small-scale questionnaire, the writers investigate teachers' personal perspectives on this work. The results showed the personal distress that teachers can experience and the high self-expectations they are likely to have of themselves. The kind of support that the teachers felt they needed is described, as is the proactive work which teachers might undertake.  相似文献   

Gay gene test 'inaccurate and immoral'     

Holmes B 《New scientist (1971)》1994,141(1915):9

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Empirical research methods reported in high-profile LIS journal literature     

Philip Hider  Bob Pymm 《Library & information science research》2008

This study describes a content analysis aimed at identifying the distribution of empirical research strategies and techniques reported in high-profile LIS journal literature published in 2005. For each article, researchers identified the overall research strategy, the data collection technique, and whether the type of analysis was quantitative or qualitative. The taxonomies used in the analysis were those based on Järvelin and Vakkari's [Järvelin, K., & Vakkari, P. (1990). Content analysis of research articles in library and information science. Library & Information Science Research, 12, 395-422] study in order to compare the results with the earlier findings derived from the 1975 and 1985 literature. The survey approach remains the predominant research strategy in both library science and information science. However, there was a marked increase in experimentation. There were more modest increases in the use of qualitative approaches, except for historical research, which showed a marked decline. This study's findings will inform development of methods courses in doctoral programs, which aim to cover the most commonly used strategies and techniques in contemporary LIS research. Revised taxonomies, which include previously unspecified strategies and techniques such as ethnography and transaction log analysis, are suggested for future content analyses of LIS research.  相似文献   

An Icy Rain (is blowing through this town)     

Bob Haynes 《English in Education》1993,27(3):24-30

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Graphic Organizers Applied to Higher–Level Secondary Mathematics     

Bob Ives  Cheri Hoy 《Learning disabilities research & practice》2003,18(1):36-51

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Traditional, developmental, and structured language approaches to spelling: Review and recommendations     

Bob Schlagal 《Annals of dyslexia》2001,51(1):147-176

Current research does not support the notion that spelling is a simple rote-memory task. Learning to spell is better understood as a complex developmental process that is interconnected with phonological awareness and reading ability. In this review, three perspectives on spelling theory, research, and instruction are examined. Traditional classroom-based, developmental, and structured language approaches are outlined and their implications for assisting poor spellers explored. Instructional recommendations are made by drawing from and combining some of the strengths of each method.  相似文献   

An application of the epistemology of radical constructivism to the study of learning     

Bob Wright 《The Australian Educational Researcher》1991,18(1):75-95

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GLOBALIZATION AND EDUCATION: COMPLEXITIES AND CONTINGENCIES   总被引：3，自引：0，他引：3  

Fazal Rizvi  Bob Lingard 《Educational theory》2000,50(4):419-426

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Specific Learning Difficulties and Peer Support     

Bob Carabine  Roberta Downton 《Educational Psychology in Practice》2000,16(4):487-494

This article describes a project aimed at supporting secondary-school pupils with specific learning difficulties, using a peer support approach. Feedback obtained from the school's special educational needs co-ordinator and from the pupils themselves indicated some degree of success for the project in terms of developments in the pupils' response to learning and in their self-perceptions. The involvement of older pupils as contributors to the group is identified as one factor in the success of the project. The project format and the content of the group sessions are described in sufficient detail to enable colleagues to run similar groups should they wish.  相似文献