Studies in mustard seeds and substitutes: I. Chinese colza (Brassica campestris chinoleifera Viehoever)     

Arno Viehoever  Joseph F. Clevenger  Clare Olin Ewing 《Journal of The Franklin Institute》1921,191(4):543-544

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Call for papers for a Special Themed Issue of Literacy: Assessment,Accountability and Policy – April 2017     

David Reedy  Clare Dowdall  Jill McClay 《Literacy》2016,50(1):52-52

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Editorial     

Jill McClay  Clare Dowdall 《Literacy》2016,50(2):53-54

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Editorial          下载免费PDF全文

Jill McClay  Clare Dowdall 《Literacy》2015,49(3):113-114

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Oppression: the experiences of a lesbian teacher in an inner city comprehensive school in the United Kingdom     

Clare Sullivan 《Gender and education》1993,5(1):93-101

This article deals with the everyday working life of a lesbian teacher working in a secondary school. It compares her experiences and the problems she faces with those of other lesbian and gay teachers.  相似文献   

TAFE to higher education: Pathway to mid-career upgrading     

Clare McBeath 《The Australian Educational Researcher》1989,16(3):45-52

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‘Girls can like boy toys’: junior primary school children's understandings of feminist picture books     

Clare Bartholomaeus 《Gender and education》2016,28(7):935-950

Few studies have examined children's understandings of feminist picture books, and thus their potential usefulness for disrupting dominant discourses and providing alternate storylines. This article draws on research conducted in Australia with a class of 6- and 7-year-olds, examining students’ responses to four feminist picture books. The students provided diverse responses to the books, at times reflecting what I viewed as the (feminist) messages of the books and sometimes picking up on other themes or (re)interpreting them as supporting dominant gender discourses. The challenges to understanding the books in straightforward ways related both to the books themselves as well as the gender discourses available to the students. This article argues that there are three key challenges to the feminist potential of these books: a reliance on categories of ‘girl’ and ‘boy’, children's lack of identification with book characters, and the influence of intertextual knowledge.  相似文献   

Reading Relative Clauses     

Clare Beaumont 《Journal of Research in Reading》1982,5(1):29-42

This study investigated children's ability to read and understand sentences containing relative clauses (RCs). A small group of seven-year-old children were tested on their comprehension of four different types of sentences containing them. It was anticipated that sentences without relative pronouns would be more difficult to understand than those where they were present: for example, The horse the man is chasing is fat would be more difficult than The horse that the man is chasing is fat. This was indeed the case in sentences where the pronoun functioned as object in the RC. Where the pronoun functioned as subject, presence or absence of the pronoun (plus auxiliary verb) was not an important factor. It seemed that the children did not make consistent use of pronouns to aid their parsing of the sentence. It is suggested that a still incomplete understanding of function words may contribute to beginning readers' difficulties. Moreover, these results did not entirely bear out predictions made from spoken language data, which suggests that syntactic complexity in written language may need special consideration.  相似文献   

Editorial     

Jill McClay  Clare Dowdall 《Literacy》2016,50(3):113-115

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Developing generic criteria and standards for assessment in law: processes and (by)products     

Clair Hughes  Clare Cappa 《Assessment & Evaluation in Higher Education》2007,32(4):417-432

This paper reports the outcomes of a School of Law project undertaken in response to issues arising during the implementation of an institutional criterion‐referenced assessment policy. The project involved the development of a set of generic assessment criteria and standards, or rubric, which could be customized to the requirements of individual law subjects. Of significance are the key decisions that shaped the generic resource and additional outcomes or byproducts of the project which include the professional learning experienced by individual members of the project working party and the identification of mutually reinforcing relationships between criterion‐referenced assessment practice and other institutional policies and priorities. The paper concludes that analysis of project processes can produce findings whose value and significance are of equal interest to those resulting from implementation studies.  相似文献