Project Flip: A Project Management Case/Exercise Experience     

Janelle Heineke  Larry Meile  Linda Boardman Liu  Jane Davies 《Decision Sciences Journal of Innovative Education》2010,8(1):113-127

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A PARENTS’ CLASS FOR THE STUDY OF THE BOY     

J. W. F. Davies 《Religious education (Chicago, Ill.)》2013,108(3):282-283

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Response to Bill Ozanne     

Lynn Davies 《Compare》2011,41(6):837-838

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IDEALS AND METHODS OF RELIGIOUS EDUCATION FOR THE COMING WORLD ORDER∗     

Frederick Tracy.†  Francis Greenwood Peabody§  J. W. F. Davies∗  Henry Churchill King†  Herbert Wright Gates∗  Kenyon L. Butterfield∗ 《Religious education (Chicago, Ill.)》2013,108(3):181-195

This article brings to bear on our understanding of learning many insights from the field of psychology

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New Books     

Robert M. Davies 《College Teaching》2013,61(1):48-50

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Children's Vulnerability to Interparental Conflict: The Protective Role of Sibling Relationship Quality     

Patrick T. Davies  Lucia Q. Parry  Sonnette M. Bascoe  Meredith J. Martin  E. Mark Cummings 《Child development》2019,90(6):2118-2134

This study tested whether the strength of the mediational pathway involving interparental conflict, adolescent emotional insecurity, and their psychological problems depended on the quality of their sibling relationships. Using a multimethod approach, 236 adolescents (M_age = 12.6 years) and their parents participated in three annual measurement occasions. Tests of moderated mediation revealed that indirect paths among interparental conflict, insecurity, and psychological problems were significant for teens with low, but not high, quality bonds with siblings. High-quality (i.e., strong) sibling relationships conferred protection by neutralizing interparental conflict as a precursor of increases in adolescent insecurity. Results did not vary as a function of the valence of sibling relationship properties, adolescent sex, or gender and age compositions of the dyad.  相似文献   

Commentary: UK museums ‐ securing the future     

Maurice Davies 《Cultural Trends》2000,10(37):37-39

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School Governors—an effective management force or another bureaucratic layer of school management?     

Brent Davies  John West‐Burnham 《School Leadership & Management》2013,33(2-3):253-260

This paper reviews the pattern and organisation of governors' meetings and their effectiveness for managing the new environment established by the 1988 Education Reform Act. It suggests that the move towards a sub‐committee structure may be counter‐productive in educational terms. A different approach is put forward which may be more appropriate for primary and most secondary governing bodies. The paper goes on to suggest a training strategy which facilitates the team approach that it is necessary for the partners in the process, i.e. governors, head and officers/advisers, to adopt. This draws heavily on the training approach adopted in Leicestershire.  相似文献   

Faith in schools: religion,education and American evangelicals in East Africa     

Lynn Davies 《British Journal of Sociology of Education》2011,32(5):821-829

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For Love of the Word: English Teaching,Affect and Writing1     

Susanne Gannon  Cristyn Davies 《Changing English: An International Journal of English Teaching》2007,14(1):87-98

Research in the UK, USA and Australia confirms that secondary English practising and pre‐service teachers are typically characterised as great readers. Indeed the subject position of English teacher entails a ‘love’ of reading (Peel, R., Patterson, A. & Gerlach (Eds), 2000 Peel, R. 2000. “Beliefs about ‘English’, in England,”. In Questions of English: Ethics, Aesthetics, Rhetoric and the Formation of the Subject in England, Australia and the United States, Edited by: Peel, R, Patterson, A and Gerlach. 116–188. London: Routledge/Falmer.  [Google Scholar]). However there is no corollary with writing. Few English teachers are simultaneously ‘writers’ in any sustained, pleasurable or publicly successful ways. This paper examines data gathered from pre‐service secondary English teachers and from experienced teachers who are also writers about their own writing practices and experiences and looks at the relationship between these issues of affect and pedagogy. Embodied and positive affects—characterised as ‘love’, ‘passion’ and ‘immersion’ in writing—are prominent features of the stories told by accomplished writers. Love of ‘the word’, including a love of reading, and a productive tension between form and freedom, are further threads in the discursive textures of their stories of coming to writing.  相似文献