Holding Firm to the Bonds of Convention: primary English,Child Study and the ‘Competent Teacher’     

Jo‐Anne Reid 《Changing English: An International Journal of English Teaching》1999,6(2):197-218

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Teaching Women     

Jo Anne Pagano 《Educational theory》1988,38(3):321-339

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Guest Editors' Column   总被引：1，自引：1，他引：0  

Teresa Kynell  Elizabeth Tebeaux  Jo Allen 《Technical Communication Quarterly》1997,6(3):245-247

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Science activities for young children     

Jean Shaw  Sally Blake  Mary Jo Cliatt 《Early Childhood Education Journal》1992,20(1):15-17

Science for young children, and older ones as well, should be a blend of development of science content, science processes, and positive attitudes toward science. When educators stress development and learning in these three interrelated and complementary areas, children learn how to explore science as they develop skill in using science processes such as observing, communicating, predicting, and inferring.Jean Shaw is Associate Professor of Elementary Education at the University of Mississippi. Sally Blake teaches at Kentucky Wesleyan College. The late Mary Jo Cliatt taught at the University of Mississippi.  相似文献   

Incivility and Dysfunction in the Library Workplace: Perceptions and Feedback from the Field     

Jo Henry  Joe Eshleman  Rebecca Croxton 《图书馆管理杂志》2018,58(2):128-152

Issues associated with lack of civility, less than ideal functionality, and employees that may not self-reflect as much they should are all challenges in the modern workplace and libraries are no exception. The purpose of this study was to determine which issues associated with a lack of civility such as mobbing, bullying, workplace dysfunction, and lack of abilities regarding self-reflection were found in the library workplace and to what extent. The data represents the feedback of 4,168 library employees through a self-reporting survey instrument designed by the authors with the help of the American Library Association. Data is both quantitative and qualitative and seeks to examine the issues addressed across all types of libraries. While useful for all library employees, this study and report are especially relevant to the modern library administrator.  相似文献   

Meeting Report: The 2004 National Academies Summer Institute on Undergraduate Education in Biology     

William B. Wood  Jo Handelsman 《CBE life sciences education》2004,3(4):215-217

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Young people mobilizing the language of citizenship: struggles for classification and new meaning in an uncertain world     

Jacqueline Kennelly  Jo‐Anne Dillabough 《British Journal of Sociology of Education》2008,29(5):493-508

This paper presents research findings from an ethnographic study carried out with 24 low‐income youths (ages 14–16) living on the economic fringes of urban inner‐city Vancouver, British Columbia, Canada. Our primary aims are: to expose the stratified subcultural articulations of citizenship as they are expressed, through language and symbol, by the young people within our study; and to demonstrate how critiques of (neo‐)liberalism in political thought, when combined with a cultural sociology of youth, might alter our subcultural reading of young people's conceptions of citizenship under the dynamics of radical social change. Our ultimate goal is to develop a more nuanced sociological examination of the ways in which young people deploy and utilize the language of citizenship as part of their own cultural struggles, exacerbated in times of state retrenchment, to classify themselves and others as one method of achieving visibility and legitimacy in urban concentrations of poverty.  相似文献   

Promoting ‘relational equity’ and high mathematics achievement through an innovative mixed‐ability approach     

Jo Boaler 《British Educational Research Journal》2008,34(2):167-194

Equity is a concept that is often measured in terms of test scores, with educators looking for equal test scores among students of different cultural groups, social classes or sexes. In this article the term ‘relational equity’ is proposed to describe equitable relations in classrooms; relations that include students treating each other with respect and responsibility. This concept will be illustrated through the results of a four‐year study of different mathematics teaching approaches, conducted in three Californian high schools. In one of the schools—a diverse, urban high school—students achieved at higher levels, learned good behaviour, and learned to respect students from different cultural groups, social classes, ability levels and sexes. In addition, differences in attainment between different cultural groups were eliminated in some cases and reduced in all others. Importantly, the goals of high achievement and equity were achieved in tandem through a mixed‐ability mathematics approach that is not used or well known in the UK.  相似文献   

Collaborative action research to develop the use of solution‐focused approaches     

Jo Simm  Rachel Ingram 《Educational Psychology in Practice》2008,24(1):43-53

This collaborative action research project involves two educational psychologists (EPs) working with teachers from four primary schools to develop the use of solution‐focused approaches. The project illustrates a way in which EPs might make a distinctive contribution to improving outcomes for children and young people. Realist interviews were used to identify mechanisms responsible for encouraging change in practice and many of these can be linked to action research or solution‐focused approaches. The project will be funded for two years and this report is based on the first year. Progress has been encouraging and findings suggest that solution‐focused action research is a successful model for introducing a new initiative.  相似文献   

Differential effects of omitting comparison stimuli on symbolic and identity matching to sample: Evidence for altered instructional processes in pigeon short-term memory     

Angelo Santi  Jo Tombaugh  T. N. Tombaugh 《Learning & behavior》1982,10(2):152-158

Two experiments were performed to determine the effects of omitting the comparison stimuli in a matching-to-sample task. In Experiment 1, birds were trained initially on both symbolic and identity matching to sample. Comparison stimuli were then omitted following the presentation of a particular sample stimulus, and this decreased the number of sample (observing) responses. The reintroduction of the comparison stimuli on subsequent probe trials revealed that the accuracy of symbolic matching was reduced to chance levels, while identity matching accuracy was significantly below chance. In Experiment 2, a similar procedure was employed; however, observing responses to the comparison-omitted samples were maintained by direct reinforcement (fixed ratio 20). Matching accuracy during probe trials was again at chance levels for symbolic matching but, contrary to Experiment 1, was significantly above chance for identity matching. The differential effects of omitting comparison stimuli on symbolic and identity matching trials in these two experiments were interpreted within a framework which assumes that instructional processes are altered by comparison-omission procedures.  相似文献