Power,pedagogies and lifelong learning: reading between the lines     

Elaine Hawkins 《Changing English: An International Journal of English Teaching》2012,19(1):81-94

The UK English subject benchmark statements express the discipline’s commitment to contribute to an ‘ideal of lifelong learning’. In this article, I consider what this commitment may mean for practice and explore why its attainment is complex and contentious. In doing so, I examine some of the ways in which lecturers’ professional identities are experienced and enacted in educational settings where students have their first introduction to higher education English Studies. I suggest that the pedagogic principles and practices which lecturers describe need to be seen as deeply embedded within networks of social and discipline-based discourses and social and institutional relations.  相似文献   

Annual Applied Statistics Competition for Schools and Colleges of F.E.     

Anne S. Hawkins 《Teaching Statistics》1989,11(1):24-25

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The life of learning     

Frances Pockman Hawkins  David Hawkins 《The Urban Review》1974,7(3):180-186

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On an effectual method of cutting off the communication between the damp foundation of a wall built upon a moist subsoil,and the part of the wall above the ground; and on a mode of securing the inside of a wall from damp forced through the brickwork by driving rains     

John Isaac Hawkins 《Journal of The Franklin Institute》1835,19(6):429-430

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Randomizing multiple contingency components to decrease disruptive behaviors and increase student engagement in an urban second‐grade classroom     

Chele McKissick  Renee O. Hawkins  Francis E. Lentz  Jennifer Hailley  Shannon McGuire 《Psychology in the schools》2010,47(9):944-959

Disruptive behaviors displayed in the classroom interfere with learning by taking time away from academic instruction. This study investigated the effects of randomizing components within an interdependent group contingency for group disruptive behavior and engagement levels of 26 students in a second‐grade classroom in an urban Midwestern school. Using a multiple‐baseline‐across‐settings design, baseline levels of group disruptive behavior and engagement were compared to intervention levels across three different class periods. Results suggest that the intervention decreased levels of disruptive behavior and increased levels of student engagement. Benefits of randomizing components within an interdependent group contingency are discussed as well as limitations to this study and suggested areas of future research. © 2010 Wiley Periodicals, Inc.  相似文献   

The association between physical activity behavior and commonly reported barriers in a worksite population     

Bowles HR  Morrow JR  Leonard BL  Hawkins M  Couzelis PM 《Research quarterly for exercise and sport》2002,73(4):464-470

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'It's how the story is, really': Response to 2 Types of Narrative in Some Primary Children     

Jillian Hawkins 《English in Education》1986,20(3):20-30

This article deals with response to two types of narrative fiction by a group of 4 children aged 9 1/2 to 10 1/2. The children were presented with a realistic text and, later, a fantastic text, and were encouraged to discuss their response to the text, with the teacher present and taking part. Areas particularly selected for discussion were genres and comparisons, structure, motivation, characterisation, the story as virtual experience The discussion revealed a strong sense of genre, though a mixed response. Appreciation of other features of narrative hinged on response to the story as virtual experience, and anecdote and comparison figured largely as tools for discussion.  相似文献   

Programming Plus Subject Expertise: A Combined Approach for Approval Profile Modification     

Wenli Gao  Cherie Turner  Irene Ke 《资料收集管理》2018,43(2):89-100

This article focused on the analysis of four years of circulation data from print monographs acquired through an approval plan and firm ordering and incorporated interlibrary loan data to compare purchases with demand. A group of subject areas, including communication, psychology, and engineering were selected as examples for in-depth analysis. Using R programming, the authors automated an analysis to identify areas needing attention. The results from the analysis, together with librarians' subject expertise, enabled librarians to adjust monograph purchases accordingly.  相似文献   

Content and alignment of state writing standards and assessments as predictors of student writing achievement: an analysis of 2007 National Assessment of Educational Progress data     

Gary A. Troia  Natalie G. Olinghouse  Mingcai Zhang  Joshua Wilson  Kelly A. Stewart  Ya Mo  Lisa Hawkins 《Reading and writing》2018,31(4):835-864

We examined the degree to which content of states’ writing standards and assessments (using measures of content range, frequency, balance, and cognitive complexity) and their alignment were related to student writing achievement on the 2007 National Assessment of Educational Progress (NAEP), while controlling for student, school, and state characteristics. We found student demographic characteristics had the largest effect on between-state differences in writing performance, followed by state policy-related variables, then state and school covariates. States with writing tests that exhibited greater alignment with the NAEP writing assessment demonstrated significantly higher writing scores. We discuss plausible implications of these findings.  相似文献