Erratum to: “FearNot!”: a computer-based anti-bullying-programme designed to foster peer intervention     

Natalie Vannini  Sibylle Enz  Maria Sapouna  Dieter Wolke  Scott Watson  Sarah Woods  Kerstin Dautenhahn  Lynne Hall  Ana Paiva  Elisabeth André  Ruth Aylett  Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2013,28(2):597-598

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“Law & Order Forever; Amnesty Never”? Understanding and Challenging Xenophobia     

Lynne Hamer  Martha Kransdorf  Michael Hale 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):604-605

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KITCHEN TABLE BANTER     

N. Lynne Westfield 《Religious education (Chicago, Ill.)》2013,108(3):423-429

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Handbook for New SENCOs – By Rita Cheminais     

Lynne Cook 《Support for Learning》2011,26(2):86-86

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Personal Body Safety—An Approach to Preventing Child Sexual Abuse     

Lynne Howells  John Lloyd 《Pastoral Care in Education》2013,31(2):139-145

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Education development within engineering     

C. Baillie 《European Journal of Engineering Education》2007,32(4):421-428

Academic engineers who are interested in teaching often find themselves, either formally or informally, taking on the role of ‘education developer’ for their department or faculty. The trend to move towards educational development within disciplines is fairly recent and brings with it a range of interesting opportunities and challenges. Here we will look at the various issues that might occur and provide a way of looking at these that enable faculty in this position to select the most appropriate alternative for their own context.  相似文献   

Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools     

Ariel Tichnor‐Wagner  Justin D. Garwood  Mary Bratsch‐Hines  Lynne Vernon‐Feagans 《Learning disabilities research & practice》2016,31(1):6-21

Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary school students living in poverty and their relationship to foundational reading skills for struggling and nonstruggling readers. This study examined how home literacy environments might relate to rural kindergarten and first grade students’ reading performance. Parents of 1,108 kindergarten and first grade students in the rural Southeast completed questionnaires on the frequency of home literacy activities and access to literacy materials. Multilevel model analyses revealed that home literacy activities and access to literacy materials were positively related to basic word reading skills, passage comprehension, and spelling. Implications for families and educators are discussed.  相似文献   

A folkloristic approach to understanding teachers as storytellers     

Lynne Hamer 《International journal of qualitative studies in education》2013,26(4):363-380

This article presents a folkloristic analysis of two history teachers' performances of lectures in an eleventh-grade American history course. Folklore is defined as the situated performance of a traditionalized text (in this case, from the course textbook) in which the performer (the teacher) takes responsibility for communicating a version of the text to the audience (the students) that is meaningful to them in their current situation. Using performance analysis grounded in folkloristic theory, it is shown that the history lecture is a complex genre combining such simple genres as anecdote and personal experience story. In so doing, a folkloristic approach to the study of teachers as storytellers is explained.  相似文献   

SOS: Caring through crisis     

Lynne M. Baker 《International Journal of Disability, Development & Education》2010,57(1):115-119

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Using an Informal Cardiovascular System Activity to Study the Effectiveness of Science Education in Unexpected Places     

Elyssa Lynne Monzack  Greta M. Zenner Petersen 《Research in Science Education》2011,41(4):453-460

Venues for informal science education are usually those sought out by people who are specifically looking for an educational experience. Whether planning a trip to a museum or choosing a television program, these individuals are actively seeking an informal educational experience; they are a self-selected group. This paper investigates whether members of the public will respond to an informal science activity that is placed in a location where learning about science would be unexpected. This project developed and used an activity about the cardiovascular system in which participants were able to walk the path of blood flow through the heart, body, and lungs. This activity was tested in two types of settings: where science was either expected or unexpected. A non-traditional assessment method was used to evaluate the effectiveness of the activity in the unexpected versus the expected settings. Ultimately, the activity was found to be equally effective in both settings, providing evidence for success in bringing informal science education to the general population in non-traditional venues.  相似文献