Backward associations in paired-associate learning of retardates and normal children     

A A Baumeister  G Kellas  D Gordon 《Child development》1970,41(2):356-364

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Letters to the editors     

Ruth Gordon Ph.D.  Jessica Yates  David Rees 《Children‘s Literature in Education》1981,12(1):56-58

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Children's rights in the Canadian context     

Heather Berkeley  Chad Gaffield  Gordon West 《Interchange》1977,8(1-2):1-4

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Participant Observation Research on the Social Construction of Everyday Classroom Order     

W. Gordon West 《Interchange》1975,6(4):35-43

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Workers' Theatre in America: A Survey 1913-1978     

Harry Goldman  Mel Gordon 《Journal of American culture (Malden, Mass. : 2003)》1978,1(1):169-181

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Ideology in management education     

Gordon Burt 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(2):144-145

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PROFESSOR “X”: HOW EXPERTS RATED HIS STUDENT RATINGS     

Richard R. Renner  Gordon E. Greenwood 《Assessment & Evaluation in Higher Education》1985,10(3):203-212

This paper attempts to place the reader in the situation of interpreting data on the evaluation by students of a fellow member of faculty (staff). The comments of the evaluators reveal a widespread divergence of views, but they rarely seem to question the purpose of the exercise.  相似文献   

II. Study 1: Child Responses to Interparental Conflict: Comparing the Relative Roles Of Emotional Security and Social Learning Processes     

Patrick T. Davies  Gordon T. Harold  Marcie C. Goeke-Morey  E. Mark Cummings  Katherine Shelton  & Jennifer A. Rasi 《Monographs of the Society for Research in Child Development》2002,67(3):27-40

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A historical reflection on literacy,gender and opportunity: implications for the teaching of literacy in early childhood education     

Rachael Levy 《International Journal of Early Years Education》2016,24(3):279-293

This paper presents a historical reflection on gender and literacy, with a view to informing the present teaching of literacy in early childhood. The relationship between gender, literacy and opportunity in the labour market is examined, given that despite girls’ achievement in literacy, in comparison with boys’, women continue to earn substantially less than men. In order to understand this relationship, this paper reflects on literacy as a socio-historical construct as well as examining the ways in which the past is constitutive in forming enduring notions of gender that penetrate all elements of society, including the literacy classroom. This critical analysis of what is learned about and through the medium of literacy in the early childhood classroom has major implications for the teaching of literacy today. It is argued that in order to address this issue, early childhood educators need to value and nurture children’s digital literacies as well as create learning environments that allow all children genuine opportunities to question, challenge and explore dominant discourses that are embedded in text.  相似文献   

The Human Dimensions of the Research Agenda: Supporting the Development of Researchers throughout the Career Life Cycle   总被引：2，自引：0，他引：2  

George Gordon 《Higher Education Quarterly》2005,59(1):40-55

For more than a decade, increasingly explicit attention has been made in the policies of, and guidance from, various funding and overarching bodies to the overall concept of good practice in the development and management of research staff in higher education institutions. That has embodied the concept of developing researchers over the career life cycle. After outlining key aspects of the general trend, this article focuses upon some of the nuances and complexities of the concept of the career life cycle of researchers. Reference is made to illustrations of developmental strategies.  相似文献