ATTACHMENT AND MEMORY RESEARCH: REFLECTING ON A SHARED PAST AND A COLLABORATIVE FUTURE     

Elaine Reese 《Monographs of the Society for Research in Child Development》2018,83(4):162-172

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Feeling 10 feet tall: creative inclusion in a community of practice   总被引：1，自引：0，他引：1  

Steven Miles 《British Journal of Sociology of Education》2007,28(4):505-518

This paper explores the potential role of creative learning in helping to create positive experiences for socially excluded young people. Noting the increased influence of the market into education and the onus engendered in the ‘Third Way’, which seeks to give socially and economically marginal individuals the opportunity to adapt to changing economic conditions, while neglecting the underlying causes of exclusion, the paper focuses on a group of 14–18 year olds' experience of performance‐based training as part of a government‐funded Creative Partnerships project in Durham/Sunderland. The paper argues that creative learning cannot provide a solution to the ills of educational disadvantage, but that its untapped potential lies in its ability to provide a ‘community of practice’ in which an individual can take personal ownership of his or her own learning experience in a communal context.  相似文献   

职业教育教师所受压力及个性化特征     

Elaine Adams  唐克胜 《职教论坛》2004,(20):11

我们每个人都碰到过压力,体验过压力的滋味,感受过压力带来的影响.压力实际上是身体对我们所遇到的紧张性刺激的反应.人们对压力这个话题本身、压力带来的影响以及压力的消减怀着极大的兴趣.心理学、社会学以及医学领域的研究者们对压力已进行过多年的研究.……  相似文献   

Erratum to: Acquisition of barpressing in rats following experience with response-independent food     

K. L. Wheatley  R. L. Welker  R. C. Miles 《Learning & behavior》1978,6(1):51-51

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Textbook treatments and students' understanding of acceleration     

Gloria Dall'Alba  Eleanor Walsh  John Bowden  Elaine Martin  Geofferey Masters  Paul Ramsden  Andrew Stephanou 《科学教学研究杂志》1993,30(7):621-635

A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of acceleration were found to include: lack of attempts to make explicit relationships with other concepts, failure to point out when it is appropriate to use particular definitions or that an alternative definition might be more appropriate in specific situations, inclusion of operational definitions without conceptual explanations, and a focus on quantitative treatments while overlooking the development of qualitative understanding. Two principal aspects that distinguished the ways in which the students understood acceleration were identified: (a) the relation between acceleration and velocity; and (b) the relation between acceleration and force(s). The results of the study have implications for teaching and, in particular, for the use of textbooks in teaching. These implications are discussed in the article.  相似文献   

Challenges of Preparing to Work in Collaborative Early Childhood Settings     

Elaine Surbeck 《Early Childhood Education Journal》1998,26(1):53-55

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The school counsellor's role in globalizing the classroom     

Loretta J. Bradley  Elaine Jarchow 《International journal for the advancement of counseling》1998,20(3):243-251

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Application of Quality Function Deployment for the Improvement of Quality in an Engineering Department     

Mohammad S. Owlia  Elaine M. Aspinwall 《European Journal of Engineering Education》1998,23(1):105-115

In adopting a customer‐oriented approach to higher education, quality function deployment (QFD) is one of the total quality management techniques which can be applied for process and design improvement. Following a review of some practices in this sector, this paper outlines a QFD model in which the opinions of three groups of customers are utilized for quality planning. A developed framework for the dimensions of quality in engineering education was used in conjunction with the quality processes in a departmental quality management framework proposed by the Engineering Professors’ Council. The results from the QFD led to a strategy for prioritizing the different quality processes within a school/department.  相似文献   

Writing across the academic languages: introduction     

Silliman  Elaine R.  Bahr  Ruth Huntley  Wilkinson  Louise C. 《Reading and writing》2020,33(1):1-11

Reading and Writing -  相似文献   

ARTEMIS: Reinvigorating History and Theory in Art and Design Education     

Jeff Janet  Melissa Miles 《The International Journal of Art & Design Education》2009,28(1):52-60

ARTEMIS (Art Educational Multiplayer Interactive Space) is an online multi‐user virtual environment that is designed around the objects, artefacts, philosophies, personalities and critical discourses of the histories and theories of art and design. Conceived as a means of reinvigorating art history and theory education in the digital age, ARTEMIS addresses the specific teaching and learning needs of a new generation of art and design students in higher education. This article is a case study that addresses the second phase of the testing and design development of ARTEMIS. It builds on the findings of the initial phase, which involved the development of the ‘proof of concept’ for an online virtual world and game designed for undergraduate students in the Faculty of Art and Design at Monash University in Melbourne, Australia. Drawing on a test trial and student response survey, this article assesses whether virtual environments like ARTEMIS can generate new life in art and design history, augment the teaching and learning mix in art and design higher education, and foster new modes of active engagement amongst students.  相似文献