Classroom Order as Practical Action: the making and un‐making of a quiet reproach     

Douglas H. Macbeth 《British Journal of Sociology of Education》1990,11(2):189-214

This paper details the interactional work and resources of a high school teacher and student engaged in a brief sequence of reproach. Across their several turns of talk and gesture, as teacher and student press and deflect the object of the reproach, we gain access to a basic structure of classroom accountability: how teachers tie their remarks to the behaviors that prompt them. The sequential analysis of their scene shows the interactional competence that both parties bring to their exchange, the orderly structures they produce and orient to, and the potential for discovery about classroom order and management practices that lies in the observable detail of everyday scenes.  相似文献   

Effects of Cooperative Learning on the Academic Achievement of Students with Learning Disabilities: An Update of Tateyama‐Sniezek’s Review     

Kristen Nyman McMaster  Douglas Fuchs 《Learning disabilities research & practice》2002,17(2):107-117

This article reviews research published from 1990 to 2000 examining effects of cooperative learning strategies on the academic achievement of students with learning disabilities. The literature search is described. Fifteen studies are included in the review and are grouped according to the types of cooperative learning strategies that were examined. Sample characteristics, measures, findings, and effect sizes are reported in a table. Achievement outcomes are mixed. Cooperative learning strategies that incorporate individual accountability and group rewards are more likely to improve achievement of students with disabilities. However, design problems across the studies limit conclusions to be drawn about the efficacy of cooperative learning. More research is needed before it may be viewed as an effective strategy for students with disabilities.  相似文献   

Libraries and expert systems: proceedings of a conference and workshop held at Charles Sturt University,Riv-erina,Australia, July 1990. Craig McDonald and John Weckert. London: Taylor Graham, 1991. [iv], 232 pp. isbn 0-947568-51 (pbk).     

Kevin P. Jones 《Learned Publishing》1992,5(1):47-48

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How important is learning mathematics?     

Douglas A. Quadling 《Prospects》1982,12(4):411-419

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The development of a highly interactive searching technique for morphs—Minicomputer operated retrieval (partially heuristic) system     

C.L.M. Bell  K.P. Jones 《Information processing & management》1980,16(1):37-47

The basic structure of MORPHS was described at the Fifth Cranfield Conference when emphasis was placed on the automatic root finding/role applying procedures based on linguistic principles. This skeleton remains, but it has since been clothed with relatively complex, iterative search strategies. The major strategy employs the normal Boolean operators either in the form of strings without bracketing or in the form of marked steps. The latter enables back-tracking to be carried out. Recycling of search strategies is only limited by the number of tracks available for storing searches on the disc unit before over-writing takes place. Printing-out does not interfere with searching. A second strategy treats a string of keywords as a compound word; if it fails to find it the compound is then decomposed into its elements, which are then automatically treated as a string connected by AND logic; incidentally this technique also acts as a bracketing technique, but without the inconvenience of physical brackets. SDI procedures have been evolved as a by-product.Ultimately it is hoped that it may be possible to develop a degree of question answering ability: this could be achieved in several ways. The simplest (based on the modifying effect of certain interrogatory elements, e.g. WHO) has been evaluated and works. With the exception of the SDI system which employs 16k, all of the above systems were developed and originally operated in 12k of core with 16 bit words on a minicomputer. Nevertheless, despite this severe restriction on space it has been possible to implement searching strategies for dedicated on-line searching which are at least as good and in many ways better (e.g. automatic synonym substitution) than many employed in the large time-sharing systems currently available.  相似文献   

Disruption and disturbance: Observations on the management of a group of young children     

Carolyn Okell Jones 《Child abuse & neglect》1978,2(2):123-137

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A Rare Phenomenon: a woman's contribution to 19th‐century Adult Education     

Janet Cunliffe‐Jones 《Journal of educational administration and history》1992,24(1):1-17

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The Polarizing Effect of New Media Messages   总被引：1，自引：0，他引：1  

Jones  David A. 《Int. Journal of Public Opinion Research》2002,14(2):158-174

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A teacher's story,a teacher's reflections treasuring children     

Jamie Barron Jones 《Early Childhood Education Journal》1995,22(4):29-31

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Reading and Writing: Digital Directions     

Christopher Turner  Nicola Jones  Jane Mitra  Phil Moore  Jane O'Donoghue  Rob Stannard  Mary-Lou Thornbury  Martin Tibbetts  Chris Warren 《English in Education》1997,31(2):45-53

The authors show that IT hardware and software are having an effect on literacy. As well as being aware of those changes, English teachers, they argue, should be exploiting IT for the development of those reading and writing skills necessary for the future. The article goes on to exemplify, through an exploration of how it came to be written, some of the processes and opportunities identified earlier.  相似文献