Morning and afternoon sessions in the nursery,do they have equal status? With particular reference to storytime     

Helen Bilton 《International Journal of Early Years Education》1994,2(2):54-65

The majority of state nursery education in the United Kingdom is part‐time. Although there are exceptions this usually means that children attend either in the morning or afternoon. The format of the afternoon session can often resemble the morning session, offering similar activities. This paper sets out to examine the comparative quality of experience for children attending part‐time nursery at different times of the day. It looks particularly at storytime, when the whole group of children is brought together to share a story. The findings suggest the two sessions are not of equal value to the children, that children may not be performing as well in the afternoon and that the traditional group storytime may not be as effective for the afternoon children. This type of storytime may need to be adapted/changed to match the needs of the particular group of children, taking into consideration performance during the day. Finally, suggestions are given for other ways to ensure children have worthwhile story experiences.  相似文献   

Education as a Socio-Practical Field: the theory/practice question reformulated     

Suzanne de Castell  Helen Freeman 《Journal of Philosophy of Education》1978,12(1):13-28

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Library Association; Branch and Mobile Libraries Group/Medical Health and Welfare Libraries Group: A joint study day. ‘Why don't I help you’: Libraries and people with a disability, 26 November 1986, Portsmouth Central Library     

Helen Thompson 《Health information and libraries journal》1987,4(3):181-182

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Letters to the Editor     

James Graham  Peter T. Farrell  Tony Best  Gerda Hanko  Helen Robinson 《British Journal of Special Education》1993,20(2):70-71

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Retirement preparation programs: Issues in planning and selection     

Helen Dennis 《Journal of Career Development》1986,13(2):30-38

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Where Computer Security Meets National Security<Superscript>1</Superscript>     

Helen?NissenbaumEmail author 《Ethics and Information Technology》2005,7(2):61-73

This paper identifies two conceptions of security in contemporary concerns over the vulnerability of computers and networks to hostile attack. One is derived from individual-focused conceptions of computer security developed in computer science and engineering. The other is informed by the concerns of national security agencies of government as well as those of corporate intellectual property owners. A comparative evaluation of these two conceptions utilizes the theoretical construct of “securitization,”developed by the Copenhagen School of International Relations. This article has been on the drawing boards for longer than I dare to admit. Along the way, many have helped its development by generously sharing their wisdom: James Der Derian, Niva Elkin-Koren, Ed Felten, Batya Friedman, Lene Hansen, audiences at CEPE, TPRC, the Yale Cybercrime and Digital Law Enforcement Conference, and Watson Institute’s Symposium in Dis/Simulations of War and Peace,” and University of Newcastle, Computer Science Department. Thanks, also, to Sam Howard-Spink for excellent editorial assistance.  相似文献   

The contemporary librarian: Skills, knowledge and attributes required in a world of emerging technologies     

Helen Partridge  Victoria Menzies  Julie Lee  Carrie Munro 《Library & information science research》2010,32(4):265-271

Seventy-six librarians participated in a series of focus groups in support of research exploring the skills, knowledge and attributes required by the contemporary library and information professional in a world of ever changing technology. The project was funded by the Australian Learning and Teaching Council. Text mining data analysis revealed three main thematic clusters (libraries, people, jobs) and one minor thematic cluster (community). Library 2.0 was broadly viewed by participants as being about change whilst librarian 2.0 was perceived by participants as not a new creation but just about good librarian practices. Participants expressed the general belief that personality traits, not just qualifications, were critical to be a successful librarian or information worker in the future.  相似文献   

Informed choice and deaf children: underpinning concepts and enduring challenges   总被引：3，自引：0，他引：3  

Young A  Carr G  Hunt R  McCracken W  Skipp A  Tattersall H 《Journal of deaf studies and deaf education》2006,11(3):322-336

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Inclusivity and diversity in early childhood services in South Africa     

Helen Penn 《International Journal of Inclusive Education》2013,17(1):101-114

There are unresolved tensions between achieving inclusivity and maintaining diversity in early childhood services in South Africa. While there have been substantial and impressive attempts to develop a comprehensive early childhood development policy as part of the new education planning in South Africa, there is a concern that indigenous traditions may be overlooked or lost in the process. Early childhood services, both governmental and those supported by non‐governmental organizations, have relied heavily,’ if not exclusively, on concepts and curricula drawn from Anglo‐American traditions. In order to illustrate these points this paper draws on material collected as part of a recent review of early childhood services in South Africa carried out for the Save the Children Fund.  相似文献   

Teachers’ knowledge and confidence for promoting positive mental health in primary school communities     

Helen Askell-Williams  Michael J. Lawson 《Asia-Pacific Journal of Teacher Education》2013,41(2):126-143

This paper reports an investigation into Australian primary school teachers’ knowledge and confidence for mental health promotion. Questionnaires were delivered to 1397 teachers. In-depth interviews were held with 37 teachers. Quantitative results showed that half to two thirds of teachers felt efficacious and knowledgeable about selected components of mental health promotion. Independent judgments by staff about students’ mental health status concurred with students’ scores on the Strengths and Difficulties Questionnaire in about 75% of cases, indicating a good level of staff awareness about students’ mental health status. Exposure to the KidsMatter Primary mental health promotion initiative was associated with improvements in teachers’ efficacy, knowledge and pedagogy, with small to medium effect sizes. Qualitative analysis indicated that teachers’ subject-matter and pedagogical knowledge were heavily reliant on curriculum resources. Implications of the findings for the implementation of school-based mental health promotion initiatives are discussed.  相似文献