Moral Education at Religious Research Universities: Exploring Faculty Attitudes     

Perry L. Glanzer  Michael Beaty  Larry Lyon 《Religious education (Chicago, Ill.)》2013,108(4):386-403

This article presents the results and an analysis of 1,728 survey responses from faculty at four top tier religious research universities regarding their support for moral and civic education. The results demonstrate that a majority of faculty members at these schools supported both the general goals of moral and civic education and specific suggestions for integrating moral and civic education into the curriculum. Nonetheless, three major concerns emerged about its actual implementation into the curriculum.  相似文献   

THE BEGINNINGS OF MYSTICISM In Children's Growth     

Sophia Lyon Fahs 《Religious education (Chicago, Ill.)》2013,108(3):139-147

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The contribution of research to teachers’ professional learning and development   总被引：1，自引：0，他引：1  

Philippa Cordingley 《牛津教育评论》2013,39(2):234-252

This paper summarises findings from several systematic research reviews about the contribution of research to effective continuing professional development and learning (CPDL) activities and their impact on pupils and teachers. It starts with a review of how teachers engage in and with research as part of CPDL, how teachers and researchers shape professional learning activities and identifies key processes linked to positive outcomes. Finally it explores how different research contributions can be developed to make a more visible contribution to CPDL.The paper highlights common characteristics of effective CPDL, including: sustained collaboration with professional colleagues, including both making use of specialist expertise and structured peer support for embedding specialist contributions; an understanding of and commitment to professional learning, including enquiry-oriented learning and learning to learn from looking; a focus on refining teaching and learning, working towards aspirations for specific pupils side by side with theory; and effective scaffolding and modelling of learning by both teachers and leaders for colleagues and for pupils. The key implications of these findings are explored in the conclusions and include the importance of conceptualising researchers’ contributions to CPDL as specialist expertise and/or researchers and Masters tutors harnessing the potential of peer support between teachers. They also explore overlaps between core research and teaching skills and the need for a shared language between teachers and researchers to enable concepts like analysis, theory and criticality to be valued as practical tools for enhancing professional practice.  相似文献   

Information Rx: Evaluation of a new informatics tool for physicians, patients, and libraries     

Siegel ER  Logan RA  Harnsberger RL  Cravedi K  Krause JA  Lyon B  Hajarian K  Uhl J  Ruffin A  Lindberg DA 《Information services & use》2006,26(1):1-10

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The spiritual basis of world citizenship     

Hugh Lyon M.C. M.A. 《British Journal of Religious Education》1940,7(3):126-133

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Identity and Power in Narratives of Displacement     

Arabella Lyon 《Quarterly Journal of Speech》2018,104(1):111-114

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Book Review     

Elizabeth Lyon 《Health information and libraries journal》1992,9(1):41-43

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Relationship between the K-ABC and WISC-R for students referred for severe learning disabilities     

D K Smith  M A Lyon  E Hunter  R Boyd 《Journal of learning disabilities》1988,21(8):509-513

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Acceptance of the Samuel Torrey Orton award November 2000, Washington, D.C.     

G. Reid Lyon 《Annals of dyslexia》2001,51(1):1-7

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Toward a definition of dyslexia   总被引：4，自引：17，他引：4  

G. Reid Lyon 《Annals of dyslexia》1995,45(1):1-27

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