Investigating Educational Television and the Curriculum for Young Children: some pilot phase features     

E Choat  H Griffin  D Hobart 《British journal of educational technology : journal of the Council for Educational Technology》1985,16(1):60-65

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Seven days that shook the world     

Griffin H  Wilmut I 《New scientist (1971)》1997,153(2074):49

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A Review of “Practical Strategies for Cataloging Departments”     

Linda Smith Griffin 《Cataloging & classification quarterly》2013,51(4):446-448

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Foreword to papers on magnetic sensitivity in birds     

Donald R. Griffin 《Learning & behavior》1987,15(2):108-109

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‘Young Europeans’: Widening horizons for educare workers     

Lesley Abbott  Brenda Griffin  Mike Johnson 《International Journal of Early Years Education》1997,5(2):129-138

The development of a 30‐hour module for inclusion in professional development programmes for Educare workers is described. The module was composed of contributions from seven EU countries. The contents of each session and the responses of a pilot group of students to it are analysed and the implications for future work discussed. It is concluded that the module proved an effective way of encouraging students to reflect on the dilemmas implicit in all early years work and to be open to a far wider range of possible philosophies and practices.  相似文献   

Animal experimentation: issues for the 1980s     

Zola JC  Sechzer JA  Sieber JE  Griffin A 《Science, technology & human values》1984,9(2):40-50

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Young Children,Television & Learning: Part I. The effects of children watching a continuous off‐air broadcast     

E. Choat  H. Griffin 《Learning, Media and Technology》1986,12(2):79-89

Responses of 21 pre‐operational children, aged between 6#lb6 and 7#lb4 years, to an uninterrupted television programme, viewed in small groups, were surveyed by individual post‐viewing questioning. The indications are that the children viewed the programme passively except when something extraordinary or stimulating occurred; they recalled only isolated aspects that interested them or that they liked. They were unable to deduce the producer's intentions and gained only a vague idea of what the programme was about. Children are limited in what they can take from a broadcast by their own experiences and by how those relate to what is viewed, so teachers have a responsibility to assist young children to internalise and interpret what is viewed from educational television. Continuous ‘programmes’ seem unsuitable as learning media; children should view, via a videorecorder, short sequences or ‘modules’ of television material, linked to activities with which they are involved or familiar, to enable a three‐way interaction between children, teacher and television to be established  相似文献   

Alleviating the Policy Paradox through Improved Institutional Policy Systems: A Case Study     

Steven C. Clark  Rick A. Griffin  Cameron K. Martin 《Innovative Higher Education》2012,37(1):11-26

Institutional policies and policy systems are vital to the well-being of institutions of higher education. While many institutions dedicate time and resources to the development of key policies, the establishment of a well-designed and well-functioning policy system is often neglected. We refer to the discrepancy between the importance of institutional policy systems and the lack of time and resources devoted to them as the policy paradox. This article chronicles Utah Valley University’s policy improvement initiative as a guide for institutions of higher education interested in improving institutional policy systems.  相似文献   

Using a Constructivist Approach to Counseling in the University Counseling Center     

Michael L. Vinson  Barbara L. Griffin 《Journal of College Counseling》1999,2(1):66-75

The focus of constructivist counseling is on how people experience the world and make sense of that experience. Counseling strategies under the umbrella of constructivist approaches such as narrative, solutions-focused, and other postmodern approaches share the premise that clients create their own reality. This article describes how college students' problems can be conceptualized and the counseling approach crafted from a constructivist perspective that activates client resources to create more useful personal constructs and develop new solutions to client concerns. Two case studies of traditional-aged clients are presented to illustrate practical applications of constructivist counseling.  相似文献   

Visibility into the work TQM work process analysis with HPT and ISD     

Charles A. Beagles  Steven L. Griffin 《Performance Improvement》2003,42(2):16-18

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