Truants on truancy – a badness or a valuable indicator of unmet special educational needs?     

Neil Southwell 《British Journal of Special Education》2006,33(2):91-97

Neil Southwell states that he was, himself, a persistent truant from school. He returned to education as a mature student via an access course and he now lectures in education studies at the University of Northampton. He is currently researching into truancy, its causes and its management and brings to his work an unusual but highly illuminating 'truantist perspective'.
In this article, Neil Southwell reviews the literature on truancy and reveals a complex and contradictory picture. Policy and practice to date have, however, tended to be united in locating responsibility for truancy with truants and their families. Drawing on his own experience and his research into the perspectives of truants, Neil Southwell makes a case for a radically different approach. He argues that truancy can be seen as a key indicator of unmet educational needs and that the issue of truancy will not be addressed effectively until policy makers, practitioners and researchers learn to listen to the voices of truants themselves.  相似文献   

Hip for Hockey,if Not Hooray     

Neil D. Isaacs 《Journal of American culture (Malden, Mass. : 2003)》1981,4(3):133-137

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The aggression incident: A perspective for understanding abuse     

Neil Frude 《Child abuse & neglect》1979,3(3-4)

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Introduction to child development: The growing child: Travers,John F. New York: John Wiley & Sons, 1977, viii + 531 Pp., $11.95     

Neil J. Salkind 《Contemporary educational psychology》1979,4(1):86-87

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The BASES expert statement on exercise, immunity, and infection     

Gleeson M  Walsh NP;British Association of Sport  Exercise Sciences 《Journal of sports sciences》2012,30(3):321-324

An individual's level of physical activity influences their risk of infection, most likely by affecting immune function. Regular moderate exercise reduces the risk of infection compared with a sedentary lifestyle, but very prolonged bouts of exercise and periods of intensified training are associated with an increased risk of infection. There are several lifestyle, nutritional, and training strategies that can be adopted to limit the extent of exercise-induced immunodepression and minimize the risk of infection. This expert statement provides a background summarizing the evidence together with extensive conclusions and practical guidelines.  相似文献   

The Influence of technologies on financing options     

Neil Spoonley 《Tertiary Education and Management》2013,19(4):325-331

Abstract

International higher education is a major source of revenue in many developed countries. Historically the top destination countries for international students have included USA, UK, France and Australia. The key countries where most international students are recruited from include China, India and other parts of Asia. The extant literature has mostly examined the factors influencing international students to study in Western countries. A new trend is now emerging with an accelerating growth of international students in countries such as China and other parts of Asia. This mixed-methods study addresses the gap in the literature by exploring the factors that influence international students’ choice to study undergraduate or postgraduate courses in China. The study found that China is becoming an important destination choice for international students due to the distinctiveness of the Chinese language, the rise of its universities in global rankings and the country’s economic growth.  相似文献   

Everyday conversation as a context for professional learning and development     

Neil Haigh 《International Journal for Academic Development》2013,18(1):3-16

Because conversation is a constant in our personal and professional lives, we are not inclined to stop and think about it as a phenomenon. However, that is what I have found myself doing. In particular, I have become much more self‐conscious, and hopefully more thoughtful, about the conversations that constitute an inevitable aspect of my day to day work in an academic staff development role. Drawing on my own reflections and a body of related literature, I have thought about the features of conversation that may make it conducive for professional learning; how “valued” conversation is as a context for professional learning; the possible ingredients of a conversation and the extent to which they can be controlled or influenced without disturbing, or even destroying, the defining essence of conversation; and the competencies and sensitivities that may be required if conversation is to become an occasion for learning. In this article, I present the outcomes of my reflections and inquiry with the hope that they will prompt conversation about conversation as a context for professional learning and development.

Puisque la conversation est une constante dans nos vies personnelle et professionnelle, nous sommes peu enclins à nous arrêter et à y réfléchir en tant que phénomène. Cependant, c’est ce à quoi je me suis affairé. Plus particulièrement, je suis devenu davantage conscient et, je l’espère, davantage réfléchi, en ce qui a trait aux conversations qui constituent un aspect inévitable de mon travail quotidien en tant que conseiller pédagogique. Puisant dans mes réflexions et dans un ensemble de connaissances connexes, j’ai réfléchi aux aspects de la conversation qui la rendent propice à un apprentissage professionnel; dans quelle mesure la conversation constitue‐t‐elle un contexte valorisé d’apprentissage professionnel; les ingrédients possibles d’une conversation, ainsi que la mesure dans laquelle ceux‐ci peuvent être contrôlés ou influencés sans déranger, ou même détruire, l’essence même de la conversation; de même que les compétences et les habiletés pouvant être requises pour que la conversation constitue une occasion d’apprendre. Dans cet article, je présente le résultat de mes réflexions et interrogations dans l’espoir de susciter une conversation au sujet de la conversation en tant que contexte d’apprentissage et de développement professionnel.  相似文献   

Out of the ordinary: recapturing the liberal traditions of a university education through field courses     

Tony Harland  Rachel A. Spronken-Smith  Katharine J. M. Dickinson  Neil Pickering 《Teaching in Higher Education》2013,18(1):93-106

This article aims to stimulate debate about the nature of field courses in higher education. We use a colloquium format that allows each of us to reflect on the philosophy of field course teaching and our writing endeavours to establish a dialogue between the authors and leave the reader with a sense of curiosity. It starts with a position paper that sets out a particular viewpoint on field courses to which responses were invited. Two of the respondents were experienced field-course teachers in disciplines traditionally associated with this type of curriculum, the other a lecturer in a non-field-course-oriented discipline.  相似文献   

Creating Knowledge for Advocacy: The Discourse of Research at a Conservation Organization     

Neil Lindeman 《Technical Communication Quarterly》2013,22(4):431-451

In the field of conservation, the distinction between academic research and advocacy appears to be undergoing a shift as the number of PhD-level researchers at conservation advocacy organizations grows. Drawing on my case study of one researcher at a prominent conservation nongovernmental organization (NGO), I have shown how this shift is manifested in the communication of NGO research. My study includes a discourse analysis of this researcher's publications from the forums of both scholarship and advocacy including, as a representation of discourse in the latter forum, gray literature (reports, books, and other texts produced and distributed outside the channels of the academic and publishing industry). I have also drawn on my interviews with this researcher about her publications. My study highlights specific features typical of her rhetoric that result from her occupying a hybridized cultural and professional space where research and advocacy overlap.  相似文献   

Concentrated Poverty and Urban School Reform: “The Choice is Yours” in Minneapolis     

Neil Kraus 《Equity & Excellence in Education》2013,46(2):262-274

The subject of urban schools has received extensive scholarly and popular attention in recent years, and a wide variety of policies to address the problem of low educational achievement has been suggested. This article, based on an analysis of documents and reports, in-depth interviews, and a variety of secondary sources, examines the first several years of the implementation of a 2000 legal settlement between the Minneapolis Branch of the National Association for the Advancement of Colored People (NAACP) and the State of Minnesota regarding the Minneapolis schools. Influenced by the Sheff v. O'Neill (1996) case in Hartford, Connecticut, the Minneapolis NAACP's lawsuit challenged the State's oversight of the Minneapolis schools under the Minnesota Constitution. The settlement created two new programs intended to provide low-income Minneapolis students more options in selecting schools. This article focuses on the more wide-ranging of these two programs, which buses up to 2,000 low-income urban students annually to suburban Minneapolis schools at State expense. The creation of the suburban transfer program represents a legal and political victory for the NAACP and its supporters. Yet the transfer program highlights the many obstacles faced by low-income students and reinforces the necessity for a multi-dimensional approach to high-poverty urban schools.  相似文献