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Molly M. Wilson 《Educational gerontology》2013,39(3):245-251
Readarama was established for a community retirement center in Athens, Georgia. The sessions, held 1 hour weekly for 12 weeks, were attended by healthy and active elderly women whose ages ranged from 59 to 75. The participants were lifelong readers who enjoyed reading as a hobby and Readarama as a social outlet. The participants were representative of the entire adult population, not a subgroup to be labeled the elderly. Readarama points out the value of the reading group as an outlet for an already‐established hobby and as a means of forming social contacts for the retiree. 相似文献
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John Wilson 《Pastoral Care in Education》2002,20(1):25-29
Can concerns relating to the care and support of pupils and those with punishment and blame be reconciled? Much is written on the former but today even when discipline and control are the focus there is little consideration of punishment and blame. Indeed, we might think that discussion of these issues can be excluded from the educational debate. In this paper John Wilson argues to the contrary. He posits that our backgrounds and experience may make us disinclined to punish and that what we can do is significantly limited by the law. Wilson suggests that this situation means that we lose contact with a whole set of basic concepts that underpin human life and are essential for any form of moral, personal and social education. Punishment is not just an unpleasant necessity but an essential part of education and perhaps even care. 相似文献
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Anthony Wilson 《English in Education》2001,35(2):2-11
This article looks at the work of four writers who have had considerable influence on the teaching of poetry writing to primary school children. Each writer is considered in terms of their merits as a contributor to wider questions about writing, and in comparative terms with each other. Links are made between these writers' explicit and implicit philosophies and approaches. Finally, the article considers how far discussions about voice and form within children's writing are necessarily exclusive of each other. 相似文献
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