Quality learning and teaching with sessional staff: systematising good practice for academic development     

Marina Harvey 《International Journal for Academic Development》2017,22(1):1-6

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UK Work Placements: A Choice Too Far?     

Little  Brenda  Harvey  Lee 《Tertiary Education and Management》2007,13(3):227-245

Tertiary Education and Management - Increasing expectations are being placed on higher education institutions to ensure the economic relevance of research and knowledge creation as well as...  相似文献   

A brief response to Gorard and Fitz     

Philip Noden  Harvey Goldstein 《British Educational Research Journal》2007,33(2):273-274

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Knowing,Believing, and Understanding: What Goals for Science Education?   总被引：2，自引：1，他引：2  

Smith  Mike U.  Siegel  Harvey 《Science & Education》2004,13(6):553-582

Science &; Education - What is a teacher to do when confronted with a student who says “I understand that theory (e.g., evolution), but I don't believe it”? The purpose of this...  相似文献   

Education for all: the globalization of learning targets     

Harvey Goldstein 《比较教育学》2004,40(1):7-14

It is argued that the ambitious programme ‘Education for All’, launched by UNESCO, could be seriously undermined by its reliance upon the achievement of numerical ‘targets’. Evidence from existing attempts by countries to impose educational targets reveals undesirable side‐effects and distortions of educational systems. The paper explores some of the possible consequences of UNESCO's adherence to such targets.  相似文献   

Bumble Boosters: Students Doing Real Science     

Golick  Douglas A.  Schlesselman  Diana M.  Ellis  Marion D.  Brooks  David W. 《Journal of Science Education and Technology》2003,12(2):149-152

Bumble Boosters was a lottery grant funded cooperative project between the University of Nebraska – Lincoln Department of Entomology, the Lincoln Public Schools Science Focus Program, and the Lincoln Folsom Children's Zoo. The primary education goal of the project was to create a community of learners to conduct authentic research on bumble bees in Nebraska. Participants were actively engaged in collecting bumble bees and placing nesting domiciles. Internet technology was employed to facilitate networking between project participants. Systematic evaluation was conducted during and after the project.  相似文献   

Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study     

Katie Finning  Kate Harvey  Darren Moore  Tamsin Ford  Becky Davis  Polly Waite 《Emotional and Behavioural Difficulties》2018,23(2):213-225

School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems.  相似文献   

Working Memory, Motivation, and Teacher-Initiated Learning     

David W. Brooks  Duane F. Shell 《Journal of Science Education and Technology》2006,15(1):17-30

Working memory is where we “think” as we learn. A notion that emerges as a synthesis from several threads in the research literatures of cognition, motivation, and connectionism is that motivation in learning is the process whereby working memory resource allocation is instigated and sustained. This paper reviews much literature on motivation and working memory, and concludes that the apparent novelty of the proposal offered to describe motivation in terms of working memory results from the apparent lack of cross-channel exchange among these research traditions. The relation between working memory and motivation is explored in the context of the interactive compensatory model of learning (ICML) in which learning is considered to result from the interaction of ability, motivation, and prior learning. The ICML is recast in light of the revised definition of motivation offered here. This paper goes on to suggest ways in which a range of teaching and learning issues and activities may be reconceptualized in the context of a model emphasizing a learner's working memory that makes use of chunks of previously acquired knowledge.  相似文献   

Book reviews     

David Evanier  Harvey Klehr 《Academic Questions》1988,1(2):78-85

David Evanier is a novelist and critic. He has written for The New York Times Book Review, Commentary, theParis Review, The American Spectator, National Review, and other journals.  相似文献   

Review Article     

E. B. Harvey 《Interchange》1970,1(2):108-111

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