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91.
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Kathryn Grushka Alice Hope Neville Clement Miranda Lawry Andy Devine 《Peabody Journal of Education》2018,93(3):320-331
New visuality in art/science pedagogies challenges teachers to rethink their curriculum and the role of digital new media in facilitating conceptual thinking and the role of the creative representation of knowledge. Recent neuroscientific research on cognition, perception, memory, and emotion inform and provoke implications for 21st-century learning. Analysis of student artwork uncovers pedagogical challenges for teachers. Teachers use visual learning and its forms of higher process thinking to allow students to make cognitive connections with images, giving them the capacity to integrate concepts for the communication of art/science learning. Examples of student learning from years 3–5 and 15–17 illustrate these ideas. 相似文献
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Part‐time study in the UK is significant: nearly 40 per cent of higher education students study part‐time. This article reports on a literature review that sought to understand the economic and social benefits of part‐time study in the UK. It concludes that there are substantial and wide‐ranging benefits from studying part‐time. The article also aims to place the discussion in the current policy context by drawing attention to the fact that while part‐time study is seen as important for increasing the global competitiveness of the UK economy, expansion of higher education has tended to focus on the young, full‐time student; furthermore, part‐time study is less generously resourced compared to full‐time study. New policy pronouncements made in 2009 appear to recognise these policy contradictions, which state that most future growth will be in provision other than the full‐time, 3‐year undergraduate degree. Indeed, the Government's independent review of fees has recognized that parity of funding is an issue and its recommendations on part‐time study have been endorsed by the government. 相似文献
95.
Mary Alice Mayer Phillips 《Communication Booknotes Quarterly》2013,44(8):2-4
Mary Alice Mayer Phillips' CATV: A History of Community Antenna Television (Evanston, Ill.: Northwestern University Press, 1972—$9.75) 相似文献
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In a climate where, it is claimed, children now spend very little time out of doors because adults fear for their safety and impose a ‘zero risk childhood’ on them, Forest School aims to offer learners the opportunity to take ‘supported risks’. This study investigated perceptions of risk associated with the outdoors, held by children, their parents and practitioners, and whether accessing Forest School impacts on these perceptions of risk. Practitioners were generally either strongly risk-averse or strongly permissive; Forest School influenced them to be less risk-averse in some respects. Parents held ambiguous perceptions, wanting to keep their children very safe but also to help them develop strong and confident attitudes to risk. Implications for research and practice are discussed. 相似文献
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Susan Alice Fischer 《Changing English: An International Journal of English Teaching》2007,14(3):285-297
Zadie Smith's most recent novel, On Beauty (2005), declares its connection to E. M. Forster's Howards End (1910) with its first line, while the novel's title comes from Elaine Scarry's On Beauty and Being Just (1999). At least as important for understanding Smith's central vision are the novel's allusions to Zora Neale Hurston's Their Eyes Were Watching God (1937) and Tell My Horse: Voodoo and Life in Haiti and Jamaica (1938). 相似文献
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