Success and failure in school     

T. Neville 《Prospects》1980,10(3):249-263

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Book reviews     

T. Neville Postlethwaite  Margherita Rendel  Renate Nestvogel  Umberto Melotti  Ilse Andrews  Ursula Giere 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(4):513-523

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Quantity and Quality of Work in Rows and Classroom Groups     

Neville Bennett  David Blundell 《教育心理学》1983,3(2):93-105

The effect of different seating arrangements on the quantity and quality of work produced in reading, language and mathematics among two classes of 10and 11‐year‐old children was examined. In both classes matched for size, and age and sex distribution, the pupils spent the first two weeks in their normal classroom groups. The second two‐week period was spent in rows before moving back into groups. The findings indicate that quantity of work completed generally increases when children are sat in rows whilst quality of work is maintained.  相似文献   

Kinematic and kinetic variability associated with the cable put and seated rotation assessments     

Mike Schofield  Jono Neville  Kim Hébert-Losier  John B. Cronin 《Journal of sports sciences》2020,38(6):597-606

ABSTRACT

When new protocols are developed, there is a requirement to investigate test–retest reliability of measures for valid use and interpretation of data in research and practice. Therefore, the aim of this investigation was to determine the inter-day reliability of the cable put and seated rotation assessment protocols. On three occasions, nine resistance-trained men performed cable puts and cable rotations at different loads between 6 and 42 kg on a commercially available cable cross over machine. Load stack movement was recorded using a PT5A linear position transducer from which all kinematic and kinetic variables were calculated. Reliability was excellent for peak velocity and displacement based on intraclass correlation coefficient (ICC) and coefficient of variation (CV) across the majority of loads and movements (cable put: ICC = 0.92 to 0.99, CV = 3.1% to 8.6%; cable seated rotation: ICC = 0.76 to 0.99, CV = ?1.7% to 16.1%). However, kinetic variables demonstrated inadequate reliability across the majority of days, loads and movements (ICC = 0.70, CV >10%). It was concluded that peak velocity is a reliable kinematic measure to assess muscular capability from cable put and seated rotation protocols; however, kinetic measures are too variable to provide reliable outputs across testing occasions.  相似文献   

Higher education: core skills in a learning society     

Elisabeth Dunne  Neville Bennett  Clive Carré 《教育政策杂志》2013,28(6):511-525

This paper is based on the initial findings of the ESRC study on the acquisition and development of core skills in higher education and employment. The context for the study is provided by contested notions of a learning society apparent in the mismatch between the skills and knowledge that universities currently provide and what employers state that they want. The paper takes the form of a series of propositions and questions relating to the perspectives of those in higher education. It discusses the multiple interpretations, and lack of clarity, of the vocabulary of skills, and the difficulties for higher education in meeting the demands of a learning society. It is suggested that changes must be grounded in a more developed approach to the conceptualization of student provision and an enhanced understanding of how students learn.  相似文献   

Towards an understanding of the learning processes that occur in synchronous online seminars for the professional development of experienced educators     

Kathy Seddon  Keith Postlethwaite  Matthew James  Kevin Mulryne 《Education and Information Technologies》2012,17(4):431-449

The National College for School Leadership (now the National College) exists to serve the development needs of school leaders in England. The College has begun to use web conferencing in several areas of its work including its professional development programmes, strategic initiatives and support and networking opportunities. Web conferencing tools offer a range of modes of interaction including audio, chat, text, desktop sharing, presentations and video conferencing. It thus has the potential for multi-process learning. The research reported here investigated the ways in which multi-process learning using these tools can be understood. It asked ‘What insights can be gained into the learning processes occurring in synchronous online seminars involving experienced educators? A literature review was carried out to provide background on the current thinking about learning through web conferencing and to explore factors that might be essential for the collective construction of knowledge in this context. Recorded internal and external NCSL web conferences were chosen as case studies; these provided the data for independent qualitative analysis by each of the researchers. From this analysis a model of the learning processes, identified in the data, was developed and related to the current literature. The major findings and model were further reviewed, in the light of their own web-conferencing experiences, by a large number of expert College educators. The resulting ‘model of multi-process learning in web conferencing’ identifies the part played by social, informational, individual internalisation and co-construction stages in multi-process learning.  相似文献   

Staff Training for Small Businesses — Approaches to Training Needs Analysis and Information Access     

Clive Neville 《Educational Media International》2013,50(3):181-185

Abstract

This paper is designed to encourage discussion on two particular approaches to solving two problems concerning the training of staff in small businesses. It describes ‘The Business Analyst’, a ‘do‐it‐yourself training needs analysis tool intended to be used by managers of small businesses. It has also proved to be a powerful negotiating tool between training providers and managers, and a management aid for training institutions. Secondly, the paper describes the present state of development of a hi‐tech approach to the provision of information about training opportunities.  相似文献   

Addressing issues of religious difference through values education: an Islam instance     

Terence Lovat  Neville Clement  Kerry Dally  Ron Toomey 《Cambridge Journal of Education》2010,40(3):213-227

The article’s main focus is on exploring ways in which modern forms of values education are being utilized to address major issues of social dissonance, with special focus on dissonance related to religious difference between students of Islamic and non‐Islamic backgrounds. The article begins by appraising philosophical and neuroscientific research relevant to the underpinning concepts behind such forms of education. It then explores evidence from the federally funded Australian Values Education Program, and its various related research projects, that suggests that values education has potential to impact on a range of educational measures, including those related to enhancing understanding and tolerance across lines of religious difference.  相似文献   

The Royal Statistical Society Centre For Statistical Education     

Neville Davies  Peter Holmes 《Teaching Statistics》2000,22(1):2-4

We present our vision for the Centre’s role in raising statistical standards in the new millennium, particularly in relation to schools.  相似文献   

How context shapes practitioner research and professional learning in schools in Singapore and NSW     

Neville John Ellis  Ann Cheryl Armstrong 《Compare》2014,44(3):435-454

The New South Wales (NSW) Government Department of Education and Communities and the Singapore Ministry of Education have encouraged teachers to engage in practitioner research as part of their professional learning agenda because it is perceived as a powerful means of investigating and improving educational practice. Drawing on a Schatzkian perspective, where social life is understood as being tied to a context, or ‘the site of the social’, we examine teachers’ experiences as practitioner researchers in NSW and Singapore. We also argue that practitioner research has been remodelled and re-interpreted differently in different contexts and that cultural context is a potent constituent of the practice architecture that prefigures practitioner research. Using data collected from interviews with 42 participants comprising academics, policy makers and teachers, we specifically illuminated those contextual/cultural characteristics respondents identified as factors that actively shape teachers’ experiences as practitioner researchers.  相似文献