Motivation‐‐the reward and the undermining of children's interest     

Ivan Vaughan 《Cambridge Journal of Education》1980,10(2):43-54

  相似文献   

The use of subsidies in the production of cultural services     

Roger J. Vaughan 《Journal of Cultural Economics》1977,1(1):82-92

  相似文献   

A survey of freshman college composition 1     

W. E. Vaughan 《Peabody Journal of Education》2013,88(2):99-104

  相似文献   

Representing Science Literacies: An Introduction     

Vaughan Prain  Bruce Waldrip 《Research in Science Education》2010,40(1):1-3

  相似文献   

Psychometric Properties of Three New National Survey of Student Engagement Based Engagement Scales: An Item Response Theory Analysis   总被引：1，自引：0，他引：1  

Adam C. Carle  David Jaffee  Neil W. Vaughan  Douglas Eder 《Research in higher education》2009,50(8):775-794

  相似文献   

Learning Workers: Young New Zealanders and Early Career Development     

Karen Vaughan 《Vocations and Learning》2010,3(2):157-178

Young adults’ early career development is an increasingly important field of inquiry. With the complexity of modern transitions from school and the lifelong learning demands of emerging knowledge societies, governments are concerned to improve learning pathways into, and through, tertiary education and work. Young adults are exploring new learning and work possibilities and understanding these create a challenge for governments trying to validate their experiences and enhance their employability. This paper draws on integrated qualitative and statistical cluster analyses of young New Zealanders’ narratives about navigating learning and work. It draws out theoretical and policy implications, suggesting that work life learning in and outside the workplace is a key feature of young adults’ lives, though it is experienced differently by different groups. These experiences need to be taken into account in government policy as the value of providing a range of different learning settings, and of learning as necessarily lifelong, features increasingly in those policies—albeit in a fairly narrowly defined way.  相似文献   

The cultural heritage: An approach to analyzing income and employment effects     

D. R. Vaughan 《Journal of Cultural Economics》1984,8(2):1-36

  相似文献   

Using an Exploratory Professional Development Initiative to Introduce iPads in the Early Childhood Education Classroom     

Michelle Vaughan  Courtney Beers 《Early Childhood Education Journal》2017,45(3):321-331

The purpose of this study was to investigate the incorporation of iPads into the early childhood classroom through an exploratory teacher professional development initiative. Eighteen early childhood educators participated in a 6-month study targeting teacher professional development and pedagogical innovation. This study included built-in opportunities for teacher collaborative discussions and support in their team meetings, as well as basic technology training on the use of an iPad in a classroom. A thematic analysis was conducted using constructed codes from teacher interviews and focus groups, as well as artifact collections of notes from teacher bi-monthly meetings. Results indicate that teachers used technology in three innovative ways: as an efficiency solution, as a bridge in virtual parent communication, and as curriculum enhancement or replacement. The researchers of this study argue that using the iPad as curriculum is the next area of professional growth for early childhood teachers.  相似文献   

Total Eclipse of the Heart? Theoretical and ethical implications of doing post‐structural ethnographic research     

Karen Vaughan 《Discourse: Studies in the Cultural Politics of Education》2004,25(3):389-403

This paper explores some of the more disturbing aspects of research on what was, at the time, the only state‐funded alternative secondary school in New Zealand. Throughout the five years of research, New Zealand's school inspectorate, the Education Review Office, publicly released a series of highly critical reports on the school which resulted in it being closed down. The paper discusses some of the theoretical, political, and ethical implications of doing a “post‐structural ethnography” under these circumstances. It raises questions about the methodological tension between an ethnographic approach, which identifies the site of struggles as the school and government educational authorities, and a post‐structural approach, which re‐orientates the site of struggles towards the narratives of the school and educational authorities themselves, seeking to disrupt them.  相似文献   

Social Networks and Mothers' Interactions with Their Preschool Children   总被引：3，自引：0，他引：3  

Kay Donahue Jennings  Vaughan Stagg  Robin E. Connors 《Child development》1991,62(5):966-978

The relation of mothers' personal and maternal networks to the quality of their play interactions was examined. Personal networks consisted of all persons the mother deemed important in her life at the present time; her maternal network consisted of those who were important in her role as a mother. 44 mothers were $$ extensively about their social networks and kept a logdiary for 1 week of their contacts with networks members. They were also observed during a play session with their 4-year-old child. Intercorrelations among network variables supported the conceptualization of social networks as multifaceted with major distinctions between personal and maternal networks and between structure and satisfaction. Mothers who were more satisfied with their personal networks and mothers with larger maternal networks demonstrated more optimal maternal behavior: they praised their children more and they were less intrusively controlling. Mothers with less cohesive networks also demonstrated this pattern.  相似文献