TREASURER'S REPORT     

Marshall ML 《Bulletin of the Medical Library Association》1934,23(1):41-42

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Cross‐phase or Just a Lack of Communication: models of English at Key Stages 2 and 3 and their possible effect on pupil transfer     

Bethan Marshall  Sue Brindley 《Changing English: An International Journal of English Teaching》1998,5(2):123-134

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Direct or directed: orchestrating a more harmonious approach to teaching technology within an Art & Design Higher Education curriculum with special reference to visual communications courses     

Lindsey Marshall  Lester Meachem 《Learning, Media and Technology》2007,32(1):41-52

In this scoping study we have investigated the integration of subject‐specific software into the structure of visual communications courses. There is a view that the response within visual communications courses to the rapid developments in technology has been linked to necessity rather than by design. Through perceptions of staff with day‐to‐day experience of the issues arising from the incorporation of such technology, we were able to construct an account of potential directions. There is a necessity for continual review of course content to ensure that training in software is embedded in the creative aspects of the curriculum in order to maximise the potential of new technology, maintain currency and future‐proof the curriculum. We argue that curriculum developers in visual communications need to incorporate appropriate hardware and software within the studio environment.  相似文献   

THE RELATION OF BIBLICAL COURSES TO THE GENERAL PROGRAM OF RELIGIOUS CULTURE IN THE COLLEGE     

Benjamin T. Marshall  B.D.∗ 《Religious education (Chicago, Ill.)》2013,108(5):314-319

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Comment on: “Matrix formulation for partial-fraction expansion of transfer functions”     

S.A. Marshall 《Journal of The Franklin Institute》1974,298(2):143-144

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The ‘no problem’ Discourse model: Exploring an alternative way of researching student learning     

Jennifer M. Case  Delia Marshall 《International Journal of Educational Research》2008,47(3):200-207

In this paper we explore an alternative way of characterising the student learning experience, drawing on sociocultural perspectives on learning. Here, learning is not merely the application of an approach to a cognitive task, but a social process of identity formation. In particular, we draw on Gee's concept of Discourse models to identify the implicit theories students use to make sense of their learning and assessment experiences. From interviews with third year engineering students, we identified what we termed the ‘no problem Discourse model’, in which students construct an upbeat portrayal of their experience of a course, despite experiencing crises induced by assessment events. Through a process of justification the seriousness of the crisis is denied. This Discourse model appears to have its roots in a popular Discourse of self-actualization. There was evidence of co-construction of this model during the student learning interviews. This suggests implications for the roles that teachers can play in either maintaining or challenging the Discourse models that are adopted by students.  相似文献   

Sanitary problems connected with municipal water supply     

W.P. Mason 《Journal of The Franklin Institute》1897,143(5):337-357

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继承发扬优良传统 精心打造精品课程——中国地质大学“岩石学”课程发展历程     

桑隆康  马昌前  郑建平  肖龙  周汉文  朱云海  张宁  余淳梅  佘振兵  Roger Mason 《中国地质教育》2009,18(2):75-78

本文回顾了中国地质大学“岩石学”课程自著名的岩石学家、教育家池际尚院士开创至今的59年光辉历程,包括“岩石学”课程开创和奠基（1950～1966）,“文化大革命”的破坏及其后的复苏（1966～1980）、“岩石学”课程全面发展（1981～1996）和面向21世纪“岩石学”课程的新变革、新发展（1997～）等四个阶段。重点叙述了第四阶段在全球化时代背景下,继续继承和发扬重教学、重实践、重改革的优良传统,进一步精心打造“岩石学”精品课程的变革和发展。  相似文献   

Student Achievement and Education Policy in a Period of Rapid Expansion: Assessment Data Evidence From Cambodia   总被引：1，自引：0，他引：1  

Jeffery H. Marshall  Ung Chinna  Puth Nessay  Ung Ngo Hok  Va Savoeun  Soeur Tinon  Meung Veasna 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(4):393-413

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School quality and learning gains in rural Guatemala     

Jeffery H. Marshall 《Economics of Education Review》2009

I use unusually detailed data on schools, teachers and classrooms to explain student achievement growth in rural Guatemala. Several variables that have received little attention in previous studies – including the number of school days, teacher content knowledge and pedagogical methods – are robust predictors of achievement. A series of decompositions by student ethnicity and type of school shed some additional light on important questions in the Guatemalan context, and beyond. The large indigenous test score gap is not explained by differences in an extensive list of observable features of schools. The large effect for community characteristics suggests peer group effects or more general institutional differences related to services or labor markets. PRONADE community schools are associated with moderate gains vis-à-vis public schools in areas related to utilization of capacity, such as days worked. But these gains are largely offset by lower teacher capacity, which highlights the challenge of improving school quality in poor, rural areas.  相似文献