Starting the small chemistry laboratory 1     

Hanor A. Webb 《Peabody Journal of Education》2013,88(5):251-259

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The importance of reflection in experiential learning with community and youth workers for the learning age     

Mary Kenny  Sue Ralph  Marie Brown 《International Journal of Lifelong Education》2013,32(2):115-125

The New Labour government, in its Green Paper on the Learning Age, published in February 1998, put lifelong learning at the heart of its programme. In this article we aim to demonstrate that there is a direct parallel between the processes outlined in the Green Paper and the processes of experiential learning and community development by focusing on the Diploma in Community and Youth Work Studies run by the Community Work Unit (CWU) based in the Centre for the Development of Continuing Education at the University of Manchester.

Community action provides a setting for informal education. Community workers are in a unique position in relation to developing the potential for learning in the groups and individuals with whom they work. Their education and training should enable them to articulate and value their experience and reflect upon it in order to establish a meaningful basis for further self- and/or community development. We will explore how the CWU uses participative learning methods which recognize, value and use the experience and understanding of the participants as a basis for their own and others’ learning, and the relevance of these learning methods to the work practice of the participants.  相似文献   

Redemptive journey: The storytelling motif in Andersen's “The Snow Queen”     

Sue Misheff 《Children‘s Literature in Education》1989,20(1):1-7

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Eric L. Jones,Cultures Merging: A Historical and Economic Critique of Culture     

Arthur Webb 《Journal of Cultural Economics》2008,32(1):83-86

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Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study   总被引：1，自引：0，他引：1  

Janneke van de Pol  Sue Brindley  Rupert John Edward Higham 《Educational studies》2017,43(5):497-515

Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development.  相似文献   

No room at the top? The glass wall for professional services managers in pre-1992 English universities     

Sue Shepherd 《Perspectives: Policy and Practice in Higher Education》2017,21(4):129-134

Pre-1992 English universities are changing the way they appoint their deputy and pro-vice-chancellors (PVCs). Traditionally, PVC posts were filled by internal secondment from within the professoriate, but these days an increasing number are appointed by means of external open competition involving advertisement and/or executive search. So has this ‘opening up’ of PVC positions created new career progression opportunities for professional services managers? Findings from a census, online survey and interviews with a range of senior university managers suggest not. Despite the PVC role becoming more managerial, those getting the jobs remain overwhelmingly career academics. Professional services managers confront a glass wall, excluded from consideration by a non-negotiable requirement for academic credibility. Aware they have little chance of getting a PVC job, they are unlikely to apply. The continued monopolisation of PVC posts by academic managers represents a form of social closure that serves to maintain their elite status.  相似文献   

Developmental change in the ERP responses to familiar faces in toddlers with autism spectrum disorders versus typical development     

Webb SJ  Jones EJ  Merkle K  Venema K  Greenson J  Murias M  Dawson G 《Child development》2011,82(6):1868-1886

Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development.  相似文献   

Research methods in early childhood: An introductory guide     

Sue Waite 《British Educational Research Journal》2011,37(3):541-542

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Editorial Contents volume 14 issue 1     

Sue Ralph 《Journal of Research in Special Educational Needs》2014,14(1):1-2

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Action learning as a cost-effective organisational development tool     

Sue Smith  Kath Aspinwall  Cheryl Brook  Kathryn Winterburn 《Action Learning: Research and Practice》2014,11(3):330-332

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