A French influence on nineteenth‐ and twentieth‐century physics teaching in English secondary schools     

D.P. Newton 《History of education》2013,42(3):191-201

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Why Are We Here? A Five‐year Study of Institutional Development in a Secondary School     

Earle E. Newton 《School Leadership & Management》2013,33(1):139-154

A process of survey feedback for internal renewal in a secondary school is analyzed in this article. Both qualitative and quantitative data, collected over a five‐year period, reveal that a number of interacting factors affected the process at various stages. Implications of the study center around school culture (norms), the community context, the importance of continuity of leadership and the integration of school‐level and system‐level initiatives.  相似文献   

New perspectives in primary education: meaning and purpose in learning and teaching     

Lynn D. Newton 《Cambridge Journal of Education》2013,43(1):145-146

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Ruthven's hydraulic propeller     

Isaac Newton 《Journal of The Franklin Institute》1868,85(3):161-169

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An exploration of the professional competencies required in engineering asset management     

Adelle J. Bish  Cameron J. Newton  Vicky Browning  Peter O'Connor  Renata Anibaldi 《European Journal of Engineering Education》2014,39(4):432-447

Engineering asset management (EAM) is a rapidly growing and developing field. However, efforts to select and develop engineers in this area are complicated by our lack of understanding of the full range of competencies required to perform. This exploratory study sought to clarify and categorise the professional competencies required of individuals at different hierarchical levels within EAM. Data from 14 field interviews, 61 online surveys, and 10 expert panel interviews were used to develop an initial professional competency framework. Overall, nine competency clusters were identified. These clusters indicate that engineers working in this field need to be able to collaborate and influence others, complete objectives within organisational guidelines, and be able to manage themselves effectively. Limitations and potential uses of this framework in engineering education and research are discussed.  相似文献   

Dissection versus Prosection: A Comparative Assessment of the Course Experiences,Approaches to Learning,and Academic Performance of Non-medical Undergraduate Students in Human Anatomy     

Sean C. McWatt  Genevieve S. Newton  Gary J. Umphrey  Lorraine C. Jadeski 《Anatomical sciences education》2021,14(2):184-200

Many institutions rely upon prosection-based laboratories as more resource-efficient and time-effective alternatives to traditional cadaver dissection for human anatomy education. To facilitate growing enrollment numbers despite resource limitations, the University of Guelph (a non-medical institution) introduced a modified “stepwise” prosection-based laboratory cohort to supplement a dissection-based course. In this design, all students attended the same lectures, but those in the dissection-based cohort learned by performing regional dissections and students in the prosection-based cohort studied from those dissections. Prosection students thereby witnessed a “slow reveal” of structures throughout the course. This study compared the perceived course experiences, student approaches to learning, and academic performance between the two groups. Multiple linear regression analyses were used to isolate the effect of the laboratory environment on student approaches to learning and academic performance from demographic and situational covariates. Both groups reported positive course experience ratings and high average final grades that were not statistically dissimilar (P > 0.05), increased reliance on deep approaches to learning (P = 0.002), and decreased reliance on surface approaches to learning (P = 0.023). When controlling for covariates, participation in dissection had small but statistically significant positive associations with deep approaches to learning (P = 0.043), performance on laboratory oral assessments (P < 0.001), and average final grades (P = 0.039). Ultimately, both designs promoted meaningful learning and desirable performance outcomes, indicating that both dissection and stepwise prosection have the potential to facilitate high quality human anatomy instruction.  相似文献   

Circle of Life: Knowing Our Past As We Move Forward     

E. Newton Jackson 《Quest (Human Kinetics)》2013,65(4):343-351

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Factors associated with caregiver stability in permanent placements: a classification tree approach     

Proctor LJ  Van Dusen Randazzo K  Litrownik AJ  Newton RR  Davis IP  Villodas M 《Child abuse & neglect》2011,35(6):425-436

Objective

Identify individual and environmental variables associated with caregiver stability and instability for children in diverse permanent placement types (i.e., reunification, adoption, and long-term foster care/guardianship with relatives or non-relatives), following 5 or more months in out-of-home care prior to age 4 due to substantiated maltreatment.

Methods

Participants were 285 children from the Southwestern site of Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Caregiver instability was defined as a change in primary caregiver between ages 6 and 8 years. Classification and regression tree (CART) analysis was used to identify the strongest predictors of instability from multiple variables assessed at age 6 with caregiver and child reports within the domains of neighborhood/community characteristics, caregiving environment, caregiver characteristics, and child characteristics.

Results

One out of 7, or 14% of the 285 children experienced caregiver instability in their permanent placement between ages 6 and 8. The strongest predictor of stability was whether the child had been placed in adoptive care. However, for children who were not adopted, a number of contextual factors (e.g., father involvement, expressiveness within the family) and child characteristics (e.g., intellectual functioning, externalizing problem behaviors) predicted stability and instability of permanent placements.

Conclusions

Current findings suggest that a number of factors should be considered, in addition to placement type, if we are to understand what predicts caregiver stability and find stable permanent placements for children who have entered foster care. These factors include involvement of a father figure, family functioning, and child functioning.

Practice implications

Adoption was supported as a desired permanent placement in terms of stability, but results suggest that other placement types can also lead to stability. In fact, with attention to providing biological parents, relative, and non-relative caregivers with support and resources (e.g., emotional, financial, and optimizing father involvement or providing a stable adult figure) the likelihood that a child will have a stable caregiver may be increased.  相似文献   

Pre-service primary teachers’ conceptions of creativity in mathematics     

David S. Bolden  Tony V. Harries  Douglas P. Newton 《Educational Studies in Mathematics》2010,73(2):143-157

Teachers in the UK and elsewhere are now expected to foster creativity in young children (NACCCE, 1999; Ofsted, 2003; DfES, 2003; DfES/DCMS, 2006). Creativity, however, is more often associated with the arts than with mathematics. The aim of the study was to explore and document pre-service (in the UK, pre-service teachers are referred to as ‘trainee’ teachers) primary teachers’ conceptions of creativity in mathematics teaching in the UK. A questionnaire probed their conceptions early in their course, and these were supplemented with data from semi-structured interviews. Analysis of the responses indicated that pre-service teachers’ conceptions were narrow, predominantly associated with the use of resources and technology and bound up with the idea of ‘teaching creatively’ rather than ‘teaching for creativity’. Conceptions became less narrow as pre-service teachers were preparing to enter schools as newly qualified, but they still had difficulty in identifying ways of encouraging and assessing creativity in the classroom. This difficulty suggests that conceptions of creativity need to be addressed and developed directly during pre-service education if teachers are to meet the expectations of government as set out in the above documents.  相似文献   

Needs assessment: The twilight zone of management     

Dennis G. Tesolowski  Alfred F. Newton  James H. Cureton 《Performance Improvement》1988,27(1):26-30

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