American Nietzsche: A History of an Icon and His Ideas Jennifer Ratner‐Rosenhagen. Chicago: University of Chicago Press, 2011.     

Maura Grady 《Journal of American culture (Malden, Mass. : 2003)》2013,36(3):241-242

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Happy New Year and Volume 7!     

Grady Chism 《Journal of Food Science Education》2008,7(1):1-1

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Editorial     

Grady W. Chism 《Journal of Food Science Education》2008,7(4):62-62

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Teachers' Images of their Schools and Perceptions of their Work Environments     

Darrell Fisher  Neville Grady 《School Effectiveness & School Improvement》2013,24(3):334-348

The Images of Schools through Metaphor (ISM) was developed as a simple, economical questionnaire to allow school leaders and researchers to survey teachers' images of their school. The article describes briefly aspects of the development and validation of this questionnaire and its application in an investigation of relationships between teachers' images of their schools and their perceptions of its work environment as assessed by the School Level Environment Questionnaire (SLEQ). The sample used consisted of 162 teachers in 48 schools in Tasmania, Australia, each of whom completed both the ISM and the SLEQ. The various results revealed were generally of considerable statistical significance indicating a strong relationship between the images teachers have of their school and the perceptions they have of its work environment.  相似文献   

Effects of a Cognitive Acceleration Programme in a Low Socioeconomic High School in Regional Australia     

Mary Oliver  Grady Venville  Philip Adey 《International Journal of Science Education》2013,35(9):1393-1410

This paper presents research on the effects of a cognitive acceleration intervention in science lessons on low socioeconomic students in a government high school in regional Western Australia. Thinking Science Australia is a programme currently being implemented in Australian junior high school classes. The research was conducted for over two years as a case study in one school with students as they entered high school in Year 8 (n?=?71). Findings show that significant cognitive gains were made, with concomitant improvement in the state-wide testing in science when participating students were in Year 9, aged 13 and 14. Teachers reported changes to the ways they teach and described the challenges in implementing the intervention programme.  相似文献   

Factors Influencing Word-of-Mouth Recommendations by MBA Students: An Examination of School Quality,Educational Outcomes,and Value of the MBA   总被引：1，自引：1，他引：0  

Grady Bruce MBA PhD  Rachel Edgington MS MA 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):79-101

Word-of-mouth recommendations from current students are an important source of influence when prospective MBA students are selecting a school. Based on a sample of 16,297 graduating MBA students, this paper uses multiple regression analysis to identify the factors that affect a school recommendation and to assess their relative importance. Separate models are developed based on prior research on service quality, educational outcomes, and perceived equity; then, variables from the separate models are combined into an overall model. Implications are discussed for school administrators and the marketing professionals who support them.  相似文献   

Chinese and Australian children’s understandings of the Earth: a cross cultural study of conceptual development     

Ying Tao  Mary Oliver  Grady Venville 《Cultural Studies of Science Education》2013,8(2):253-283

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Jimmie Davis and His Music: An Interpretation     

Grady Mcwhiney  Gary B. Mills 《Journal of American culture (Malden, Mass. : 2003)》1983,6(2):54-57

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Engaging in educational narrative inquiry: making visible alternative knowledge     

Grace O' Grady  D. Jean Clandinin  Jacqueline O' Toole 《Irish Educational Studies》2018,37(2):153-157

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The writing on the wall: Classroom context,curriculum implementation,and student learning in integrated,community‐based science projects     

Grady Venville  Rachel Sheffield  Lonie J. Rennie  John Wallace 《科学教学研究杂志》2008,45(8):857-880

In this study we examined curriculum integration in new ways by exploring the link between classroom context, the implementation of community‐based, integrated science projects, and the subsequent student learning. The literature is inconsistent regarding the benefits of an integrated approach to curriculum. The research design was a multiple case study conducted in two classrooms in different schools. We employed a “worldly interpretive framework” that recognizes and embraces the importance of context in framing curriculum practices and outcomes. We found that similar projects in the two classrooms produced distinctly different (and equally valid) outcomes—focused either on bounded discipline‐specific knowledge or, alternatively, on issues and problems that transcended disciplinary boundaries. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 857–880, 2008  相似文献