Constantinos Papanastasiou (1940--2012)     

Keith Morrison  Greetje van der Werf 《Educational Research and Evaluation》2013,19(4)

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Editorial     

Keith Morrison 《Educational Research and Evaluation》2013,19(7):617-619

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British Communications     

Verena A.M. Wiedemann  David Docherty  David Morrison  Michael Tracey  Michael Svennevig  Ian Haldane 《Communication Booknotes Quarterly》2013,44(4)

LAW OF INTERNATIONAL TELECOMMUNICATIONS IN THE UNITED KINGDOM: REGULATION OF ELECTRONIC MEDIA by Verena A.M. Wiedemann (Baden-Baden: Nomos Verlagsgesellschaft, 1989—about $40.00, ISBN 3-7890-1649-7, 336 pp.)

KEEPING FAITH/ CHANNEL FOUR AND ITS AUDIENCE by David Docherty, David Morrison, and Michael Tracey (1988—$29.00, paper, ISBN 0-86196-158-7, 184 pp.)

GODWATCHING: VIEWERS. RELIGION AND TELEVISION by Michael Svennevig, Ian Haldane, Sharon Spiers and Barrie Gunter (1988—$18.00, paper, ISBN 0-86196-199-4, 67 pp.)

PATTERNS OF TELETEXT USE IN THE UK by Bradley S. Greenberg and Carolyn A. Lin (1988—$18.00, paper, ISBN 0-86196-187-0, 58 pp.)  相似文献   

Tensions in Community Health Improvement Initiatives: Communication and Collaboration in a Managed Care Environment     

Caryn Medved  Kelly Morrison  James Dearing  Sam Larson  Greg Cline  Boris Brummans 《Journal of Applied Communication Research》2013,41(2):137-152

Between the years 1993 and 2000, the W. K. Kellogg Foundation sponsored the Comprehensive Community Health Models (CCHMs) Initiative in three Michigan counties. CCHMs was comprised of three closely related community initiatives carried out in the midst of a failed national health care reform effort and the continued penetration of managed care arrangements into many health care systems. This experimental initiative set out to test the hypothesis that traditional healthcare system animosities and exclusionary practices could be overcome by stakeholder participation in an ongoing, structured, collaborative dialogue about improving access to health services. In the process of collecting data through surveys, interviews, content analysis, and observation, we were struck by the occurrence of several overarching tensions that we perceive to exist in our data. The present article elucidates five such tensions and suggests how third parties such as communication researchers, evaluators, and practitioners can facilitate community health improvement initiatives and better their own data interpretation by acknowledging and understanding these tensions.  相似文献   

Fine motor skills and executive function both contribute to kindergarten achievement   总被引：1，自引：0，他引：1  

Cameron CE  Brock LL  Murrah WM  Bell LH  Worzalla SL  Grissmer D  Morrison FJ 《Child development》2012,83(4):1229-1244

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n=213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock-Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed.  相似文献   

Moral education: dilemmas for the teacher     

Marlene Morrison 《Curriculum Journal》2013,24(1):51-73

ABSTRACT

The paper examines recent developments in food‐focused education following the implementation of the 1988 Education Reform Act. Drawing on data from an ESRC‐funded project on Teaching and Learning about Food and Nutrition in Schools (1993‐4), the paper explores evidence which demonstrates a marginalized and fragmented curriculum for food, and considers its implications. The paper comprises two sections. The first focuses on literature and curriculum documentation available at the start of the research and examines the formal corpus of school knowledge about food. This informs the second section which draws on data collected during case‐studies of four English secondary and primary schools and on what the data tell us about the food curriculum and its implications for transmission in the case‐study schools. Specific examples highlight issues of diversity, ambiguity and contradiction in implementation. Conclusions emphasize the need for greater curriculum coherence in policy and practice and for a reassessment of the framing and interpretation of food knowledge and skills. In the absence of systematic evaluations, schools continue to replicate rather than challenge the contradictions in understandings about food use which are documented features of the adult population in general.  相似文献   

Cognitive neuroscience and education: unravelling the confusion     

Noel Purdy  Hugh Morrison 《牛津教育评论》2013,39(1):99-109

This paper critically examines the application of research into cognitive neuroscience to educational contexts. It first considers recent warnings from within the neuroscientific community itself about the limitations of current neuroscientific knowledge and the urgent need to dispel popular ‘neuromyths’ which have become accepted in many classrooms. It also criticises the use of over‐simplified neuroscience to add scientific credibility to curricular reform, as has been the case in the rationale behind the recent implementation of the Northern Ireland Revised Curriculum. The paper then draws on the philosophy of Wittgenstein to highlight a further conceptual confusion which often surrounds the application of neuroscience to education.  相似文献   

Women,Research Performance and Work Context     

Dever  Maryanne  Morrison  Zoë 《Tertiary Education and Management》2009,15(1):49-62

Tertiary Education and Management - This article presents findings from a qualitative study focused on the conditions that support high research productivity in women. Interviewees were all active...  相似文献   

Engaging in vocabulary learning in science: the promise of multimodal instruction     

Dianna Townsend  Cynthia Brock  Jennifer D. Morrison 《International Journal of Science Education》2018,40(3):328-347

To a science ‘outsider’, science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students’ (N?=?59) growth in academic vocabulary as it relates to their teacher’s instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57)?=?2.32, p?=?.024 and of discipline-specific science words, t(57)?=?3.01, p?=?.004 in science writing. Results from the qualitative strand of this inquiry contextualised the students’ learning of academic vocabulary as it relates to their teacher’s instructional practices and intentions as well as the students’ perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher’s intentional use of resources supported students’ academic vocabulary growth. Implications for research and instruction with science language are shared.  相似文献   

When Marketisation Does Not Improve Schooling: the case of Macau     

Tang  Fun Hei  Joan  Keith Morrison 《Compare》1998,28(3):245-262

For centuries Macau has experienced extended market principles for schooling, with very limited state intervention in education, and only a recent history of regarding schooling as a public good. This paper suggests that laissez‐faire market principles have failed to provide high quality schooling in Macau and that considerable state intervention is required to ensure that education develops as a public good in Macau. The case is made for a ‘mixed economy’ of public and private providers of schooling as a public good in Macau, thereby building on the existing extensive private provision that exists there, with attention still needing to be given to quality control and increased governmental support. A state‐regulated market might be more effective than a genuinely open market. The case of Macau is used to demonstrate that public goods and private services are neither polar opposites nor mutually exclusive. The greater involvement of the state in education in Macau, with the impending handback of Macau to China in 1999, might be problematic if it becomes too intrusive and repressive, although there are indications from Macau's immediate neighbours in China's regions that China itself is moving towards marketisation, diversification of providers of education, decentralisation of administration, and increasing privatisation. This may facilitate integration and harmonisation. Macau's situation of a small state in transition to re‐incorporation is compared to the situation of other former colonies, and an agenda for reform is suggested.  相似文献