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41.
42.
Marianne?Mansour Andrew?J.?MartinEmail authorView authors OrcID profile Michael?Anderson Robyn?Gibson Gregory?Arief?D.?Liem David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244
This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed. 相似文献
43.
Margaret Mackey 《Children‘s Literature in Education》1993,24(3):147-163
Margaret Mackey is studying at the University of Alberta in Canada, pursuing a Ph.D. in Education. Her particular interest is the development of readers and the importance of the relationship between readers and texts. Previously, in Britain, she taught English in secondary schools and was secondary editor ofThe Essex Review of Children's Literature. 相似文献
44.
This paper reports research on the effects of variations in injection velocity and permeability on the heat transfer and flow
through a highly porous medium between two horizontal parallel plates situated at constant distance with constant suction
by the upper plate. Due to this type of variation in injection velocity and in permeability the flow becomes three dimensional.
The governing equations are solved by adopting complex variable notations to obtain the expressions for the velocity and temperature
field. The skin-friction along the main flow direction and rate of heat transfer are discussed with the help of graphs. 相似文献
45.
Margaret Attwood 《Action Learning: Research and Practice》2007,4(2):191-198
Can the development, both clinical and managerial, of practitioners involved in healthcare be enriched by connecting action learning principles and practice with research on ‘tempered radicals’? Might such connection also assist the efforts of patients and their advocates to create more holistic approaches to patient care? This paper explores these questions with reference to a UK Department of Health project to improve renal services. The prime focus is the experience of a set of set advisers who ‘held the ring’ on the project, supporting the work of the sets and attempting to make sense of the emerging learning. 相似文献
46.
47.
This article examines the historical fantasy world created by Joan Aiken in the eleven volumes of her Wolves of Willoughby Chase series. In particular it looks at her subversion of historical reality by the creation of an alternative yet recognisable representation of our own world, using a wide range of events, and the remoulding of aspects of language and geography. It also discusses her reasons for writing in this form and explores the character of Dido Twite as heroine and major raison dtre of the series.This revised version was published online in May 2005 with corrections to the article title. 相似文献
48.
The exploratory study focused on describing typical routines of preparing for winter outdoor play with preschool children
and their teachers. Naturalistic observations, interviews and photographs resulted in extensive examples of children’s development
in cognitive understanding of winter and winter-related concepts. Observations of teachers and assistants revealed task-oriented
perspectives including detailed strategies and planning. Asynchronous communication and directive language were typical of
teacher/child communication. Photo analyses confirmed physical skills used by preschoolers to accomplish dressing tasks and
extensive curricular changes to indoor environments. 相似文献
49.
The emerging reading and spelling abilities of 24 deaf and 23 hearing beginning readers were followed over 2 years. The deaf children varied in their language backgrounds and preferred mode of communication. All children were given a range of literacy, cognitive and language-based tasks every 12 months. Deaf and hearing children made similar progress in literacy in the beginning stages of reading development and then their trajectories began to diverge. The longitudinal correlates of beginning reading in the deaf children were earlier vocabulary, letter-sound knowledge, and speechreading. Earlier phonological awareness was not a longitudinal correlate of reading ability once earlier reading levels were controlled. Only letter name knowledge was longitudinally related to spelling ability. Speechreading was also a strong longitudinal correlate of reading and spelling in the hearing children. The findings suggested that deaf and hearing children utilize slightly different reading strategies over the first 2 years of schooling. 相似文献
50.
This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive
science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings
combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such
settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator
as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’
strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between
children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural
perspective using the notion of communities of practice. Implications for the roles of education managers and their staff
in further research are developed. 相似文献