The works of Isambard Kingdom Brunel: Edited by Alfred Pugsley. Pp. 222. Cambridge University Press,Cambridge. 1980. £8.95     

Trevor I. Williams 《Endeavour》1981,5(1):48

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Isis cumulative bibliography 1913–1965: A bibliography of the history of science formed from Isis critical bibliographies 1–90, 1913–1965. Vol. 6. Author index: Edited by Magda Whitrow. Pp. viii + 341. Mansell,London. 1984. £40.00     

Trevor I Williams 《Endeavour》1985,9(3):154

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Going up to the Spirit in the Sky     

George Gale 《Metascience》2006,15(2):339-344

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Exteroceptive cues in taste-aversion learning,no artifact: Reply to Holder     

Per-Olow Sjödén  Trevor Archer 《Learning & behavior》1988,16(2):235-239

Holder (1988) has raised several objections to our work on the role of exteroceptive contextual stimuli in taste-aversion learning by rats. Our main conclusion from that work is that tongue-tactile stimuli from the drinking spout constitute the likely basis for findings of contextual bottle control over learned taste aversions. Holder suggests that our results are confounded by taste cues from the fluid containers. We refute this suggestion by presenting data from two experiments showing contextual bottle control, even though potential taste cues from the drinking bottles were eliminated. We also point to the fact that some of Holder’s criticisms are based on misreadings of our various reports.  相似文献   

Church and education in Tanzania : Editor: Alam J. Gottneid. E. African Publishing House     

Trevor Huddleston CR 《International Journal of Educational Development》1982,2(3):296-297

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Worldview in religious education: autobiographical reflections on The Commission on Religious Education in England final report     

Trevor Cooling 《British Journal of Religious Education》2020,42(4):403-414

ABSTRACT

The notion of worldview figures prominently in the recent discourse surrounding Religious Education (RE) in English schools following the publication of the final report of the Commission on Religious Education (CoRE) in 2018. This article reflects on the veracity of this initiative. It begins with an autobiographical reflection on the impact of worldview on the author’s development as a scholar. Then, the work of several critics of CoRE is discussed and a more nuanced understanding of worldview is developed as a result. Finally, the pedagogical implications of the shift to worldview are explored by drawing on the personal development approach of Michael Grimmitt and the responsible hermeneutics approach of Anthony Thiselton.  相似文献   

Referents to scientific literacy     

Milton O. Pella  George T. O'hearn  Calvin W. Gale 《科学教学研究杂志》1966,4(3):199-208

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Constructing a new KS3 curriculum at Brooke Weston CTC: a review and commentary     

Andrew Campbell  Trevor Kerry 《Educational studies》2004,30(4):391-408

This paper reviews changes to the key stage 3 curriculum at a leading comprehensive school. The nature and practical concerns of the changes are described. These move beyond a fresh approach to content; they include issues about engaging students actively in learning for the future, planning around the school's distinctive ethos and expertise in ICT, and using curriculum as a vehicle for providing energy for new staff and heads of department to engage in learning leadership. Theoretical models of curriculum are examined to locate thinking at Brooke Weston CTC in a conceptual framework. The paper suggests that futuristic curriculum development resonates with some classical curriculum models that have been ignored over the past two decades of the National Curriculum.  相似文献   

Reply: Reconstituting resistance in urban science education     

Gale Seiler  Ken Tobin  Joseph Sokolic 《科学教学研究杂志》2003,40(1):101-103

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Developing a School Drawing Policy with Newly Qualified Teachers of Art and Design     

Trevor Rayment  Fraser Smith 《The International Journal of Art & Design Education》2002,21(3):273-283

This paper describes part of a one–day course run by the authors for Newly Qualified Teachers of art and design (NQTs) planned to develop subject knowledge and assessment expertise. The former was achieved partly through an examination of the roles of drawing in secondary school art and design education. Through review and discussion of their pupils’ drawings, the NQTs developed ideas about the functions and purposes of drawing. These ideas were then refined and some practical work undertaken. The nature of drawing policies for secondary art and design departments was considered. The session concluded with a consideration of ideas that might inform the development of such a drawing policy. Secondly, the authors take up and develop several issues from the NQTs’ ideas and responses. These include reference to participants’ drawing performance and understanding, their judgements about the value of drawing, and to how these may be influenced by factors in art education, including those associated with GCSE and assessment. Finally, reference is made to two distinctive perceptions of drawing in schools and, with reference to the work of Wilson, Hurwitz and Wilson, the authors suggest a strategy and argue for the development of drawing policy and curricula for secondary school art departments. The paper is based on part of a presentation given at the Annual Conference of the NSEAD, York, 2002.  相似文献