Beyond a Common Approach: Teaching Students the Ethical Practice of Reference     

Lisa A. Ellis 《The Reference Librarian》2014,55(3):212-223

This article describes the creation and use of case studies to help teach the ethical practice of reference. There are considerations for applying the case study method in reference that require cumulative preparation through the study and reinforcement of reference values, functions, behaviors, and ethical codes. The strategies for writing ethical case studies in reference are detailed. Overall, case studies on the ethical practice of reference are valued for promoting reflection and active learning in library science students through analysis and discussion.  相似文献   

Chapter 5. Special educational needs and inclusion: reflection,renewal and reality     

Simon Ellis  Janet Tod 《Journal of Research in Special Educational Needs》2014,14(3):205-210

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The feeling child: laying the foundations of confidence and resilience     

Natasha Ellis 《Educational Psychology in Practice》2014,30(4)

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Raising Literacy Achievement in High‐Poverty Schools – An Evidence‐based Approach. by Eihne Kennedy,published by Routledge Research in Education (2014), £80.00 (Hardback and Kindle) ISBN: 978054009          下载免费PDF全文

Sue Ellis 《Literacy》2015,49(2):112-112

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EVALUATING “EVALUATION”     

Ellis Batten Page 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):133-140

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Institutional conceptualisations of teacher education as academic work in England   总被引：1，自引：0，他引：1  

Viv Ellis  Jane McNichollAnna Pendry 《Teaching and Teacher Education》2012

Through an analysis of job recruitment texts, and interviews with academic leaders, this article shows how the university-based teacher educator is produced as a category of academic worker in England. Focussing on the discursive processes of categorisation provides insights into how English universities conceptualise teacher education. Variations in conceptualisations are noted within and between institutions, with the teacher educator produced as a hybrid or exceptional category. Often, variations are produced around a practitioner/researcher contradiction. The article concludes by asking whether such variations and potential lack of coherence matter, in the context of national policy and funding constraints, and internationally.  相似文献   

The development of national standards for adult educators in Namibia     

Justin Ellis  Brent H. Richardson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,8(2):375-385

Since gaining independence from South Africa in 1990, Namibia has placed considerable emphasis on education, including adult learning. As a means of improving the quality of adult learning, the Namibian Ministry of Education commissioned the development of national standards in 2010 to express competency requirements for adult educators. Particular attention was paid to the views of adult learners who participated through thirty focus groups. The participatory process revealed that the work of an adult educator is more complex and demanding than had previously been appreciated. The required competencies were categorised under four headings: (1) Knowledge as an adult educator, (2) Practice as an adult educator, (3) Relationships as an adult educator and (4) Ethics and professionalism as an adult educator. The Namibia Qualifications Authority, acting under its legislative mandate of setting occupational standards for occupations, jobs, posts and positions, approved the national standards in 2011.  相似文献   

Current International Data for Tvet and their Limitations     

Simon Ellis 《Prospects》2005,35(3):367-380

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Seeking Shared Practice: A Juxtaposition of the Attributes and Activities of Organized Fossil Groups with Those of Professional Paleontology     

Kent J. Crippen  Shari Ellis  Betty A. Dunckel  Austin J.W. Hendy  Bruce J. MacFadden 《Journal of Science Education and Technology》2016,25(5):731-746

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Psychosocial antecedents of variation in girls' pubertal timing: maternal depression, stepfather presence, and marital and family stress   总被引：1，自引：0，他引：1  

Ellis BJ  Garber J 《Child development》2000,71(2):485-501

Drawing on Belsky, Steinberg, and Draper's evolutionary theory of the development of reproductive strategies, we tested a model of individual differences in girls' pubertal timing. This model posits that a history of psychopathology in mothers results in earlier pubertal maturation in daughters, and that this effect is mediated by discordant family relationships and father absence/ stepfather presence. The model was supported in a short-term longitudinal study of 87 adolescent girls. In the primary test of the model, it was found that a history of mood disorders in mothers predicted earlier pubertal timing in daughters, and this relation was fully mediated by dyadic stress and biological father absence. In families in which the mother's romantic partner was not the biological father, dyadic stress accounted for almost half of the variation in daughters' pubertal timing. Stepfather presence, rather than biological father absence, best accounted for earlier pubertal maturation in girls living apart from their biological fathers. We propose that stepfather presence and stressful family relationships constitute separate paths to early pubertal maturation in girls.  相似文献