More than merely monitoring   总被引：1，自引：0，他引：1  

Dee Edwards  Judith Metcalfe 《Open Learning》2013,28(2):17-22

This paper by Dee Edwards, Project Officer in the Department of Earth Sciences at the Open University and Judith Metcalfe, Staff Tutor in Science in the Birmingham Region continues the debate on the University's system for monitoring tutor‐marked assignments. The authors focus firstly on the monitoring of grade reliability and then review ways of enhancing correspondence tuition skills through staff development meetings.  相似文献   

Martin M. Cummings, AHIP, FMLA, 1920�C2011     

Cheryl R. Dee  Kent A. Smith 《Journal of the Medical Library Association》2012,100(3):157-160

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Book Reviews     

Rachel Newton  Anthony Watkinson  Dee Wood 《Learned Publishing》2003,16(2):156-158

Classification Made Simple (2nd edn) by Eric J. Hunter Ashgate Publishing Ltd 2002, Price £18.00, 160 pp., paperback, ISBN 0‐7546‐0795‐X Internet Law and Regulation (3rd edn) edited by Graham J.H. Smith Sweet & Maxwell, 2001, £145.00, 778 pp., hardback. ISBN 0‐421705906 Super Searcher, Author, Scribe: Successful Writers Share their Internet Research Secrets by Loraine Page (series editor Reva Basch) CyberAge Books, 2002, $24.95, 225 pp. ISBN: 0910965587  相似文献   

Inexpensive Timing Method for Cinematography     

John Newton  John Provancher  Dee Abramson  Sue Lewis 《Research quarterly for exercise and sport》2013,84(2):484-488

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THE HIGHER EDUCATION CURRICULUM CRISIS     

Glenn Ross Johnson  I. Dwaine Eubanks  L. Dee Fink  Karron G. Lewis  David B. Whitcomb 《Community College Journal of Research & Practice》2013,37(4):253-265

After presenting data collected from national random samples of administrators and data collected from faculty members in a few selected junior colleges and universities, the authors contend that critics of the undergraduate curriculum may indeed have a basis for their indictments. A set of policy proposals are then presented for consideration.  相似文献   

Stages of virtually: Instructor and student     

Dee McGonigle  Renee M. Eggers 《TechTrends》1998,43(3):23-26

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What Happens After the Age of 14? Mapping Transitions for Pupils with Profound and Complex Learning Difficulties     

Lani Florian  Lesley Dee  Richard Byers  & Liz Maudslay 《British Journal of Special Education》2000,27(3):124-128

This article reports on part one of a three-part national survey of provision for pupils aged 14 and older, in England and Wales, who have profound and complex learning difficulties. The survey is part of the Enhancing the Quality of Life (EqoL), a three-year research project jointly awarded to Skill: the National Bureau for Students with Disabilities, and the University of Cambridge School of Education. The aim of the project is to construct a framework for learning which will support improvements in the quality of life for these young people. It is funded by the National Lottery Charities Board.  相似文献   

Knowledge about Puberty and Sexual Development in 11‐16 Year‐olds: implications for health and sex education in schools     

Sandra Winn  Debi Roker  John Coleman 《Educational studies》1995,21(2):187-201

Knowledge is an important but largely neglected variable in sex education research. This study aimed to develop a measure to assess young people's knowledge about puberty and sexual development, and to examine knowledge in relation to age, gender and school. The main results of the study were that knowledge increased more between age 11/12 and 13/14 than between 13/14 and 15/16, girls knew more than boys at every age, and there were few differences in knowledge between the four schools involved in the study. The research has a number of implications for sex education in schools. First, it was found that even by age 15‐16 some young people lack information which is essential if they are to avoid unwanted pregnancy. Second, it may be that boys and girls need to be taught separately to enable the different needs of each gender to be addressed. Third, young people know more about some aspects of puberty and sexual development than others, and there are particular times when knowledge develops most rapidly. Giving teachers this information could help them to target areas of particular ignorance. The questionnaire developed to assess knowledge proved to be accurate and reliable, and a measure that is straightforward to score and analyse. As such, it has considerable potential for use in the classroom.  相似文献   

Paradox and perspective in technical assistance to Latin America     

Ira J. Winn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(1):27-41

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Reweaving the tapestry of teacher education     

Deanna D. Winn  Deborah E. Hobbs  Francine F. Johnson 《The Teacher Educator》2013,48(4):260-273

Abstract

This article describes what happened to an elementary education preparation program when a few faculty members started asking questions, looking at practice, making changes, and collecting data based on the changes. The current program has many outstanding attributes; but when student perceptions were examined, holes were found and ways to mend these holes have been implemented. The authors describe the process of weaving concept Strands throughout the entire four‐year program.  相似文献