Editorial vol 16, no 2: ICT and the handling of data,information and knowledge     

Arthur Tatnall 《Education and Information Technologies》2011,16(2):105-106

  相似文献   

Book reviews     

Robert Heinich  Frederick G. Knirk  Fred Harcleroad  Greg Trzebiatowski  S. Thiagarajan  Arthur Babick  James Russell  Francis A. Cartier  Clarence O. Bergeson 《Educational technology research and development : ETR & D》1968,16(4):431-443

  相似文献   

A Deluge of Directives: conflict between collegiality and managerialism in the post-ERA primary school     

Rosemary Webb  Graham Vulliamy 《British Educational Research Journal》1996,22(4):441-458

The paper examines the impact of the plethora of innovations associated with the 1988 Education Reform Act (ERA) on the management of whole-school change in the primary school. Based upon qualitative data from a national sample of 50 schools in England and Wales, it documents the growing tensions between collegial and top-down managerial approaches. These are evidenced in the changing nature of working collaboratively in primary schools, in the creation of new management structures, in the me of school development plans and in the growth of quality assurance mechanisms, particularly in relation to preparation for Office for Standards in Education (OFSTED) inspections. There are conflicting interpretations of terms such as ‘collegiality’, ‘collaboration’, ‘teamwork’ and ‘whole-school approaches’ and there have been subtle shifts in their meaning and in their realisation in practice in the pre-and post-ERA context.  相似文献   

Computer logic: Alan Rose. 180 pages,diagrams, 6x9 in. New York,John Wiley, 1971. Price $11.97 (approx. £4·60).     

Arthur D. Friedman 《Journal of The Franklin Institute》1973,296(2):157-158

  相似文献   

Care or scare: the safety of youth in congregate care in New York City     

Freundlich M  Avery RJ  Padgett D 《Child abuse & neglect》2007,31(2):173-186

OBJECTIVE: This qualitative study examined stakeholders' perceptions of the safety of youth ages 12 and older living in congregate care facilities within the New York City foster care system. The study explored the youth's physical safety, the safety of their personal belongings, the physical conditions of congregate care settings, and the relationship between staff quality and youth safety. METHOD: The study involved interviews with family court judges, representatives of private child welfare agencies, attorneys who represent children in foster care, social workers, representatives of advocacy and other relevant organizations in New York City, and former foster youth who had been placed in congregate care settings. RESULTS: Safety in congregate care environments was an issue of significant concern. Threats to the youth's safety were found to emanate from peer-on-peer violence, stealing of personal belongings, inappropriate staff conduct, and the poor physical conditions of facilities. Youth's sense of safety was strongly linked to staff quality, including staff ability to relate effectively to youth and to maintain control of congregate care environments. CONCLUSIONS: Existing regulations in New York State appear to have had little effect in ensuring the safety of youth in many group and residential care facilities. Steps to improve safety outcomes for youth in these settings are proposed.  相似文献   

Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten     

Reynolds  Arthur J.  Candee  Allyson J. 《Educational Assessment, Evaluation and Accountability》2019,31(4):381-407

Educational Assessment, Evaluation and Accountability - The Classroom Learning Activities Checklist (CLAC) is a brief classroom observation measure that assesses task-oriented and self-regulated...  相似文献   

REFLECTIONS ON ISRAEL SCHEFFLER'S TEACHERS OF MY YOUTH: AN AMERICAN JEWISH EXPERIENCE     

Arthur Brown 《Religious education (Chicago, Ill.)》2013,108(3-4):471-476

  相似文献   

A Philosophic Symposium as an Educational Model     

Arthur J. Dibden 《College Teaching》2013,61(3):123-126

  相似文献   

Creativity: A social approach     

Arthur Cropley 《Roeper Review》2013,35(3):125-130

Early thinking in the modern era often regarded creativity as a somewhat asocial means of individual expression, self‐realization, and self‐fulfillment. However, it also is a socially influenced phenomenon that serves society. A social approach offers the opportunity of distinguishing between large and small amounts of novelty, as well as between “orthodox” and “radical” novelty. Disciplines, teachers, and students differ from one another on these dimensions. This explains some differences among teachers in the way they see creativity and creative students. The social approach also emphasizes the importance of groups, role models and mentors, and classroom climate, all of which teachers can influence. A social analysis suggests guidelines for instruction and assessment that differ from those derived from cognitive or personal approaches.  相似文献   

The Changing Face of Special Educational Needs: Impact and implications for SENCos and Their Schools – By Alison Ekins     

Rosemary Mallon 《Support for Learning》2012,27(1):47-47

  相似文献