The Mystery of the Man in Black     

Michèle Roberts 《Children‘s Literature in Education》1997,28(1):31-36

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Embedding the literacy strategy: snapshots of change   总被引：1，自引：0，他引：1  

Ros Fisher 《Literacy》2004,38(3):134-140

This paper considers the government's initiative to change the teaching of literacy in primary schools in England. It draws on evidence from a one‐year ESRC‐funded project that observed teaching in the first year of the NLS and a two‐year follow‐up study that revisited and re‐interviewed several of the teachers from the original study. It proposes that, although substantial changes have been made to the organisation and procedures of literacy teaching, deeper pedagogical change is less obvious in some classrooms. It further argues that for teachers to have the freedom to develop their pedagogy, the climate of coercion and outcome‐led education must change.  相似文献   

Tending School: A Forum on the Experiences of Refugee and Immigrant Students in the United States System     

Amy Roberts  Steven Locke 《Interchange》2001,32(4):375-393

This article contributes to the investigation of refugee and immigrant education. As one part of a comprehensive qualitative study, it showcases the school experiences of three students: Quincy, a refugee from Afghanistan who came to the United States at age thirteen; Emily, an immigrant from Poland who arrived at age six; and Maung, a political refugee from Burma who arrived at age eighteen. The school experiences of these students mirror those of many children who come from countries and communities outside the dominant culture of the United States.The framework of investigation is based on the notion that school life for minority children, in this case, refugee and immigrant students, can be examined from a critical and political perspective; that is, contextualized socially, economically, and politically (Apple, 1990). Students who are not grounded in the mainstream culture struggle to get along in school settings that are institutionalized according to the moral, social, and cultural dimensions of society. Critical theorists contend that student voice can become an organizing force to negotiate and construct multiple interpretations of school life within the reality of institutionalized ways of being in school. In this study, a focus on finding and developing student voice offers the possibility of passages between private and public (Miller, 1990) to permit the sharing and envisioning of multiple interpretations of school life for students and for those with whom they interact with in school settings.  相似文献   

Good undergraduate dissertation supervision: perspectives of supervisors and dissertation coordinators     

Lynne D. Roberts  Kristen Seaman 《International Journal for Academic Development》2018,23(1):28-40

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Book reviews     

Roberts A. Braden  Randall G. Nichols 《Educational technology research and development : ETR & D》1986,34(1):47-53

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Towards a Cooperation in the Development of Education for European Fire Protection Engineers     

R. Barham  J. P. Roberts 《European Journal of Engineering Education》1995,20(4):499-507

This paper provides a review of recent developments in the UK which are intended to address changing demands for the provision of education for fire protection engineers and those involved in the assessment and insurance of fire risks. It also describes the nature of the UK pre‐degree and undergraduate courses network and recent moves towards the formalization of European networking of courses at postgraduate level.  相似文献   

Book Reviews     

Roberts Braden  Judith K. Meyers 《Educational technology research and development : ETR & D》1988,36(3):179-181

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DEFENDING FREIREAN INTERVENTION     

Peter Roberts 《Educational theory》1996,46(3):335-352

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Effects of signaled reward in instrumental conditioning: Enhanced learning on DRL and DRH schedules of reinforcement     

Roger M. Tarpy  Jean E. Roberts 《Learning & behavior》1985,13(1):6-12

The effects of signaled reward were examined using DRL and DRH schedules of reinforcement. In each case, one group of rats received a brief cue between the reinforced response and the reward, and a second group received brief cues at random times. With the DRL schedule (Experiment 1), signaled reward decreased response rate, increased response efficiency (number of responses per reinforcer), and increased resistence to satiation relative to the control group. With the DRH schedule (Experiment 2), signaled reward increased response rate, efficiency, and resistance to satiation. These results refute an overshadowing explanation of the effects of signaled reward and suggest that food-correlated cues enhance learning of the reinforcement contingencies.  相似文献   

The stimulus-response overshadowing phenomenon with VI versus FI schedules of reinforcement     

Roger M. Tarpy  Jean E. Roberts  Stephen E. G. Lea  Marie Midgley 《Learning & behavior》1984,12(1):50-54

Previous research has shown that response rates on a variable interval (VI) schedule of reinforcement decrease if a brief response-produced signal is given prior to reward. One explanation is that the signal overshadows the response because it is a better predictor of reinforcement. The S-R overshadowing effect does not occur with variable ratio (VR) schedules, however. Tarpy, Lea, and Midgley (1983) explained this fact by suggesting that the signal functions to enhance the salience of the temporal interval offset on the VI schedule (a characteristic not possessed by VR schedules), which then overshadows the response. In this experiment, the salience of the temporal interval was enhanced in another way: signaled or unsignaled reward was provided to rats responding on either a VI or fixed interval (FI) reward schedule. As predicted, rates were lowest for animals receiving signaled reinforcement on an FI schedule and highest for those receiving unsignaled reinforcement on a VI schedule.  相似文献