Have/not     

Tom White 《Inter-Asia Cultural Studies》2017,18(1):92-103

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How do students engage with visual sources in the teaching and learning of History?     

Tom Haward 《British Educational Research Journal》2020,46(2):364-378

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Functional phonetics workbook     

Julie Lewis 《International Journal of Disability, Development & Education》2015,62(3):348-349

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Education for sustainability at a primary school: from silos to systems thinking     

Elaine Lewis 《Environmental Education Research》2014,20(3):432-433

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Factors that explain placement decisions for students with multiple disabilities: findings from national data          下载免费PDF全文

Rashida Banerjee  Todd Sundeen  Susan R. Hutchinson  Lewis Jackson 《Journal of Research in Special Educational Needs》2017,17(2):110-122

The Special Education Elementary Longitudinal Study data set was utilised to examine the potential influences on placement decisions for students with multiple disabilities in the US. The sample consisted of 415 students. Specifically, the study investigated whether factors including students’ prior special education experiences, parental involvement, parental expectations and educational risk factors explain the placement of students in classrooms. Results indicate significant relations between the explanatory variables and the hours spent daily in general education classrooms. However, only two variables, parents’ education and receipt of early childhood special education services, were significantly associated with the dichotomised outcome of whether or not a child received any academic instruction in a general education classroom. Research limitations and implications for future research, policy and practice in the international context are discussed.  相似文献   

Into the Meta: Research Methods for Moving Beyond Social Media Surfacing     

Hannah R. Gerber  Tom Liam Lynch 《TechTrends》2017,61(3):263-272

This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research.  相似文献   

James Hutton’s Geological Tours of Scotland: Romanticism,Literary Strategies,and the Scientific Quest     

Tom Furniss 《Science & Education》2014,23(3):565-588

Rather than focussing on the relationship between science and literature, this article attempts to read scientific writing as literature. It explores a somewhat neglected element of the story of the emergence of geology in the late eighteenth century—James Hutton’s unpublished accounts of the tours of Scotland that he undertook in the years 1785–1788 in search of empirical evidence for his theory of the earth. Attention to Hutton’s use of literary techniques and conventions highlights the ways these texts dramatise the journey of scientific discovery and allow Hutton’s readers to imagine that they were virtual participants in the geological quest, conducted by a savant whose self-fashioning made him a reliable guide through Scotland’s geomorphology and the landscapes of deep time.  相似文献   

History of education research in Australia: some current trends and possible directions for the future     

Tom O’Donoghue 《Paedagogica Historica: International Journal of the History of Education》2014,50(6):805-812

The history of education as a distinct field has been the focus of study, research and writing in Australia for over a century. It achieved maturity with the establishment of the Australian and New Zealand History of Education Society in 1970 and the subsequent establishment of the Society’s journal, History of Education Review. Since then, Australian scholars have been major contributors to the field, with certain individuals being key players on the world stage. Taking cognisance of this background, this paper considers current trends and directions for the future. It does so by focusing on three areas: scholarship on topics relating specifically to Australia; the use of new methods; and Australian-based scholars contributing to scholarship where the focus is beyond their immediate geographical boundaries.  相似文献   

Learning from successful skills development systems: Lessons from Australia     

Tom Karmel 《Prospects》2014,44(2):235-247

This article describes the main institutional features of Australia’s TVET sector, focussing particularly on the qualifications framework, how it relates to the labour market, and the role of industry. It also looks briefly at two current policy challenges for Australia. Seeking lessons for other countries in the Asia Pacific region, it discusses the importance of context, particularly the size and structure of the economy, and notes that TVET can be judged to be effective as an investment if it leads to employment and better-paying jobs.  相似文献   

Scepticism and doubt in science and science education: the complexity of global warming as a socio-scientific issue     

Tom G. K. Bryce  Stephen P. Day 《Cultural Studies of Science Education》2014,9(3):599-632

This article looks critically at the complexity of the debate among climate scientists; the controversies in the science of global temperature measurement; and at the role played by consensus. It highlights the conflicting perspectives figuring in the mass media concerned with climate change, arguing that science teachers should be familiar with them, particularly given the sharply contested views likely to be brought into classroom discussion and the importance of developing intellectual scepticism and robust scientific literacy in students. We distinguish between rational scepticism and the pejorative meaning of the expression associated with attitudinal opposition to global warming—similar to the way in which Bauer (2006) contrasts micro-scepticism and macro-scepticism in reasoning generally. And we look closely and critically at the approaches which teachers might adopt in practice to teach about global warming at this difficult time.  相似文献