Denominational schools and public schooling     

Robin Barrow 《Interchange》1993,24(3):225-232

The author argues that the critical question in determining whether denominational schools should receive public funding is: Does the school provide an education in accordance with publicly accepted criteria for that concept and in accordance with the dominant values in society? A public system of schooling has itsraison d'être in the need to provide a common understanding. This is not incompatible with acceptance of private schools, nor, despiteprima facie oddity, is there anything incoherent about the idea of providing state funding for private schools. So far as denominational schools go, therefore, the conclusion is that they are deserving of state support provided that they do not promote values and beliefs antithetical to the larger community, and, specifically, that they do not engage in the anti-educational practice of indoctrination.  相似文献   

The moderating effects of emotions on cognitive skills     

Mark Loon  Robin Bell 《Journal of Further & Higher Education》2018,42(5):694-707

An important challenge in higher education today is the growing tutor–student ratio that diminishes the ‘human touch’. As learning and teaching ultimately form an interpersonal process, this will lead to student discontent and impact on their learning. Whilst there is little that teaching practitioners can do in terms of the growing student numbers they have to tutor, they may however influence student learning by enhancing their positive emotions. This study examines the importance of emotions in improving cognitive skills and how they interact with knowledge and reflection. This research contributes to theory by examining the role of emotions as a moderating factor in the learning process. Our findings reveal that emotions moderate the direct relationship between knowledge and cognitive skills, and the indirect relationship between knowledge and cognitive skills via reflection. The findings demonstrate the critical role that emotions play in student learning. Implications for theory and practice are discussed.  相似文献   

Call for papers     

Corinne M. Kindzierski  Robin O'Dell  Michele A. Marable  Sharon L. Raimondi 《Emotional and Behavioural Difficulties》2013,18(2):179-180

This study was designed to reveal the knowledge and skill sets that practicing day treatment and residential treatment EBD teachers view as important, and/or lacking, in novice EBD teachers, and to situate those findings within the larger contexts of teacher attrition and teacher preparation in special education. Primary results suggest that EBD teachers in day treatment and residential treatment centres believe knowledge of and implementation of best practices to be one of the most important prerequisites for effective practice in the EBD classroom, and one of the prerequisites most lacking by novice teachers. EBD teachers also indicated that knowledge of and appropriate use of behaviour management techniques was essential for effective practice, and also was reported to be lacking in novice teachers. In addition, EBD teachers reported a number of areas in which their teacher preparation programmes were perceived as lacking depth. Finally, certain personality attributes were identified as essential prerequisites for effective practice in the EBD classroom. Results are useful for teacher educators, teacher coaches, and school administrators.  相似文献   

Advertising     

Francesco M. Nicosia  W.A. Evans  Robin Wright 《Communication Booknotes Quarterly》2013,44(2):16-17

Francesco M. Nicosia (ed.) Advertising, Management, and Society: A Business Point of View (New York: McGraw-Hill, 1974—available in hardback and paper but prices not given)

W.A. Evans' Advertising Today and Tomorrow (London: Allen & Unwin, 1974—about $15.00)

Robin Wright's The Day the Pigs Refused to Be Driven to Market: Advertising and the Counter Revolution (New York: Random House, 1974—$7.95)  相似文献   

Early entrance to college: A parent's perspective     

Robin Shy 《Roeper Review》2013,35(3):A3-A4

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Feel the Quality     

Robin Hodgkin 《牛津教育评论》2013,39(1):131-132

abstract

Learning through conversation constitutes a simple form of pedagogy which has received a great deal of rhetorical but little serious attention, certainly with regard to children of school age. This paper first examines research on preschool children conversing with their parents or carers which serves to highlight the vital role of dialogue in early intellectual development; conversational learning also appears to be crucial for the success of programmes designed to accelerate early learning. Conversational learning is necessarily curtailed when children start school. Nevertheless, a number of indicators have recently emerged which suggest that conversational learning loses little, if any, of its potency as children grow older. These include studies in which researchers talk to individual children in the classroom, experimental studies of adult‐guided learning and the experience of parents who educate their children at home. Peer‐tutoring and cooperative learning are considered.  相似文献   

Teaching religion,teaching truth: theoretical and empirical perspectives     

Robin Richardson 《British Journal of Religious Education》2013,35(3):354-356

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I. WHY INVESTIGATE MNEMONIC SELF‐REFERENCE EFFECTS IN PRESCHOOLERS?     

Josephine Ross  James R. Anderson  Robin N. Campbell 《Monographs of the Society for Research in Child Development》2011,76(3):1-16

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A Descriptive Analysis of Elite-Level Racquetball     

Alan W. Salmoni  Ken Sidney  Robin Michel  Jim Hiser  Kathy Langlotz 《Research quarterly for exercise and sport》2013,84(1):109-114

In this study, we used social cognitive career theory (Lent, Brown, &; Hackett, 1994) to examine the development of female athletes' career interest in coaching and, specifically, the impact of contextual factors (female coaching role models, working hours, and perceived discrimination) on coaching self-efficacy and outcome expectations. Participants were 205 predominantly White, heterosexual female student athletes. A path analysis indicated that role models and working hours predicted coaching self-efficacy, which predicted coaching outcome expectations. Additionally, coaching self-efficacy, coaching outcome expectations, and contextual factors predicted coaching interest. Practical implications are discussed as well as suggestions for further research in this relatively unexplored area.  相似文献   

Special Issue: Teacher education pedagogies: Designs for learning across the professional life cycle     

Paul Conway 《Irish Educational Studies》2013,32(3):395-396

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