On the use of anthracite in the smelting furnace of vizille     

M. Robin 《Journal of The Franklin Institute》1835,19(5):341-347

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Participatory Action Research: issues in theory and practice     

Robin McTaggart 《Educational Action Research》2013,21(3):313-337

Action research is now common in educational and social practices of various kinds. The renaissance of this valuable approach to social enquiry has many virtues, but success is somewhat soured by cooption of some of the techniques occasionally used by action researchers for the technical improvement of practices, the Implicit values of which are poorly understood and timidly questioned. Naive cooption is accompanied by both traditional and new critique. Like most approaches to educational and social research, action research (or some people's impressions of it) has been subjected to critique by theorists of the so‐called post‐modern turn. These critiques have become prematurely Judgemental, and though drawing on what some see as powerful theoretical resources, are somewhat oblivious to the breadth and dynamism of action research theory and practice and dismissive of the achievements of action researchers who often work in contexts decidedly more risky than the academies which nurture and reward critique. Action research remains a diverse and thoroughly Justified and preferred mode of educational and social enquiry, continuing to address the concerns of both its practitioners and its critics.

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Public understanding of science: from contents to processes     

Robin Millar  Brian Wynne 《International Journal of Science Education》2013,35(4):388-398

Public understanding of science is commonly seen in terms of lay persons' understanding of the contents of science. This article argues that it may be more salient to consider public understanding of the internal processes of science ‐ of the nature of scientific knowledge and of the sorts of information that science can reasonably be expected to provide. Drawing on the reported statements of non‐scientists in the media following the Chernobyl nuclear reactor accident, the article argues that the view of scientific knowledge that many people appear to hold is not one that can help them interpret and cope successfully with sts issues. The role that formal science education plays in sustaining this unhelpful view of science is discussed and some implications for practice are considered.  相似文献   

Leadership and inclusion: a special school perspective     

Robin Attfield  & Chris Williams 《British Journal of Special Education》2003,30(1):28-33

In July 2002, the National College for School Leadership (NCSL) held a 'Leading Edge' seminar focused on the contribution that leaders in special schools can make to the development of Inclusive policies and practices. The day gave colleagues working in specialist contexts an opportunity to share examples and experiences of current initiatives and to speculate about future trends and developments in inclusive education. In this article, Robin Attfield and Chris Williams, Assistant Directors in Programmes and Research respectively at the NCSL, explore the context in which the seminar took place and some of the themes and issues that emerged from discussion on the day. At the end of their paper, they summarise the key messages that the special school leaders who attended the seminar wished to communicate to a wider audience and articulate a further role for leaders in special schools in the development of inclusion.  相似文献   

School leadership in challenging times     

Robin Brooke-Smith 《International Journal of Educational Development》2005,25(6):658-664

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The Internet Galaxy: Reflections on the Internet, Business and Society: Manuel Castells, Oxford University Press, London, 2001, 292 pp., £14.99, ISBN 0-19-924153-8     

Robin Mansell 《Research Policy》2003,32(3):526-527

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A New Perspective on the Race Debate     

Andreasen  Robin O. 《The British journal for the philosophy of science》1998,49(2):199-225

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Developing a comprehensive metric for assessing discussion board effectiveness   总被引：1，自引：0，他引：1  

Robin H. Kay 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):761-783

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Betraying a generation: how education is failing young people. By Patrick Ainley     

Robin Simmons 《British Journal of Educational Studies》2017,65(1):125-126

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“We Keep the Education Goin’ at Home All the Time”: Family Literacy in Low-Income African American Families of Preschoolers     

Robin L. Jarrett  Sarai Coba-Rodriguez 《Journal of Education for Students Placed at Risk》2017,22(2):57-76

Researchers have examined the impact of family on child literacy among low-income African American families and preschoolers considered to be at risk for not being ready for kindergarten. Quantitative studies identify family-parental variables associated with poorer literacy outcomes, whereas qualitative studies detail family practices that promote child literacy development. Addressing the limitations of social address variables in quantitative research, and the paucity of research on preschoolers in qualitative research, this study examines the home-based literacy practices of 20 low-income, African American families with preschoolers in Head Start transitioning to kindergarten. Using qualitative interviews informed by a resilience framework, we found that home-based literacy activities were carried out within teams of diverse kin who worked together to promote children's school readiness. Family literacy teams expanded the literacy resources available to preschoolers, providing a rich literacy environment for children's development. These findings contribute to our substantive understanding of literacy practices within low-income African American families, resilience theory, and culturally relevant home-school collaborations.  相似文献