On M. de Prony's brake,or friction dynamometer     

William Stewart 《Journal of The Franklin Institute》1844,38(3):155-157

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Can education change society?     

Stewart Riddle 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):328-330

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Whither Metrics, Part II. Tools for Assessing Publication Impact of Academic Library Practitioners     

Christopher Stewart 《The Journal of Academic Librarianship》2011,37(5):445-448

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The Church in the Economic Order *     

Stewart G. Cole 《Religious education (Chicago, Ill.)》2013,108(5-6):438-442

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Working within and against the grain of policy in an alternative school     

Stewart Riddle  David Cleaver 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):498-510

This paper investigates the ways that teachers in one alternative school blur the boundaries of the political, personal, and philosophical in their efforts to re-engage marginalised and disenfranchised young people. The labours of the school staff at Harmony High offer an intriguing narrative of working both within and against the grain of policy mandates, curriculum narrowing, and the pervasive effects of neoliberalism. Through the physical and social spatiality, critical pedagogical and affective engagement of learners, new schooling assemblages might be formed. The work being done by teachers in alternative schooling contexts such as that of Harmony High – while situated, meaningful and deeply contextualised – offers hope for reconstituting mainstream education in more socially just ways that serve the needs and interests of everybody.  相似文献   

R.S. PETERS AND THE CONCEPT OF EDUCATION     

Kelvin Stewart Beckett 《Educational theory》2011,61(3):239-255

In this essay Kelvin Beckett argues that Richard Peters's major work on education, Ethics and Education, belongs on a short list of important texts we can all share. He argues this not because of the place it has in the history of philosophy of education, as important as that is, but because of the contribution it can still make to the future of the discipline. The limitations of Peters's analysis of the concept of education in his chapter on “Criteria of Education” are well known. In the chapter on “Education as Initiation,” however, Peters offered a synthetic sketch of education that, Beckett argues, points us toward a more comprehensive definition of education, one which, he maintains, can be accepted by all philosophers, regardless of the tradition they work in.  相似文献   

Autonomy and children's reactions to being controlled: evidence that both compliance and defiance may be positive markers in early development     

Dix T  Stewart AD  Gershoff ET  Day WH 《Child development》2007,78(4):1204-1221

This study examined reactions of 1-year-olds and young 2-year-olds to being controlled by mothers. Mothers' supportive behavior predicted children's willing compliance. However, contrary to research with older children, defiance was also associated with variables linked to maternal competence, specifically, mothers' supportive behavior, autonomy-granting controls, and low depressive symptoms. At this age high-defiant children initiated positive interaction with mothers more than did low-defiant children. With age, children displayed more willing compliance and more active resistance (defiance, low passivity). However, developmental increases in active resistance were absent when mothers were high in depressive symptoms. Findings are consistent with the proposal that in early development active resistance to parents often reflects children's motivation to control events, not poor parenting or strained parent-child relationships.  相似文献   

Design,implementation, and evaluation of an innovative anatomy course     

Lawrence J. Rizzolo  William C. Rando  Michael K. O'Brien  Andrew H. Haims  James J. Abrahams  William B. Stewart 《Anatomical sciences education》2010,3(3):109-120

Starting in 2004, a medical school gross anatomy course faced with a 30% cut in hours went through an extensive redesign, which transformed a traditional dissection course into a course with a clinical focus, learning societies, and extensive on‐line learning support. Built into the redesign process was an extensive and ongoing assessment process, which included student focus groups, faculty development, surveys, and examinations. These assessments were used formatively, to enhance the course from year to year, and summatively, to determine how well the course was meeting the new learning objectives. The assessments from focus groups and faculty development prompted changes in support structures provided to students and the training and preparation of faculty. Survey results showed that, after student satisfaction declined the first year, satisfaction increased steadily through the fourth iteration as the course gained acceptance by students and faculty alike. There was a corresponding increase in the performance of students on course examinations. An additional examination given to students one and a half and three years after their anatomy course ended demonstrated the redesigned course's long‐term effectiveness for retaining anatomical knowledge and applying it to clinical cases. Compared to students who took the original course, students who took the shorter, more clinical course performed as well, or better, on each section of the examination. We attribute these positive results to the innovative course design and to the changes made based on our formative assessment program. Anat Sci Educ, 2010. © 2010 American Association of Anatomists.  相似文献   

A model for using a concept inventory as a tool for students' assessment and faculty professional development     

Marbach-Ad G  McAdams KC  Benson S  Briken V  Cathcart L  Chase M  El-Sayed NM  Frauwirth K  Fredericksen B  Joseph SW  Lee V  McIver KS  Mosser D  Quimby BB  Shields P  Song W  Stein DC  Stewart R  Thompson KV  Smith AC 《CBE life sciences education》2010,9(4):408-416

This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in nine linked undergraduate microbiology courses. To support evidence-based curriculum reform, we administered our HPI Concept Inventory as a pre- and postsurvey to approximately 400 students each year since 2006. The resulting data include student scores as well as their open-ended explanations for distractor choices. The data have enabled us to address curriculum reform goals of 1) reconciling student learning with our expectations, 2) correlating student learning with background variables, 3) understanding student learning across institutions, 4) measuring the effect of teaching techniques on student learning, and 5) demonstrating how our courses collectively form a learning progression. The analysis of the concept inventory data has anchored and deepened the team's discussions of student learning. Reading and discussing students' responses revealed the gap between our understanding and the students' understanding. We provide evidence to support the concept inventory as a tool for assessing student understanding of HPI concepts and faculty development.  相似文献   

Bacillus welchii in bread     

Stewart A. Koser 《Journal of The Franklin Institute》1923,195(6):864

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