Book reviews     

Patrick Groff  James C. Simeon  Maggie Wilson  Gina Feldberg 《Interchange》1992,23(4):445-455

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Utilization of Counseling Services: Comparing International and U.S. College Students     

Sharon L. Mitchell  Andrea K. Greenwood  Maggie C. Guglielmi 《Journal of College Counseling》2007,10(2):117-129

Counseling center utilization patterns during a 2‐year period for 218 international and 222 U.S. college students were examined. Significant between‐group differences were found with regard to age, academic status, referral source, relationship status, self‐reported concerns, counselor diagnosis, disposition, hospitalization rates, prior counseling experience, and use of crisis appointments. Significant within‐group differences among international students were also found. Implications for improving programs and clinical services are discussed.  相似文献   

How policy impacts on practice and how practice does not impact on policy   总被引：1，自引：0，他引：1  

Frank Coffield  Sheila Edward  Ian Finlay  Ann Hodgson  Ken Spours  Richard Steer  Maggie Gregson 《British Educational Research Journal》2007,33(5):723-741

The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work‐based learning and younger learners on Level 1 and Level 2 courses in further education. They focus next upon how professionals in these three settings struggle to cope with two sets of pressures upon them: those exerted by government and a broader set of professional, institutional and local factors. They describe in particular how managers and tutors mediate national policy and translate it (and sometimes mistranslate it) into local plans and practices. Finally, the authors criticise the new government model of public service reform for failing to harness the knowledge, good will and energy of staff working in the sector, and for ignoring what constitutes the main finding of the research: the central importance of the relationship between tutor and students.  相似文献   

Mundane Autobiography: some thoughts on self‐talk in research contexts     

Maggie Maclure 《British Journal of Sociology of Education》1993,14(4):373-384

The paper considers the status of autobiographical interview data in life history and biographical research. Interviews tend to be treated, it is suggested, as ‘sacred’ texts‐‐as contemplative and authoritative versions that are as free as possible from the biasses and desires that ordinarily animate (and ‘contaminate') personal stories and anecdotes. It is argued here that, on the contrary, interview accounts are as mundane and pragmatic as any other kind of self‐talk. People use identity for practical ends‐‐to make sense of their conduct, to establish allegiances, to justify moral positions and defend educational ideals. The paper ends by examining a fragment from an interview. Using concepts from discourse and conversation analysis it shows how a teacher, Karen, constructs a particular professional identity and thus engages in an act of mundane autobiography.  相似文献   

Making a crisis out of a drama: the relationship between English and Drama within the English curriculum for ages 11–14     

Maggie Pitfield 《Changing English: An International Journal of English Teaching》2006,13(1):97-109

This paper critiques a recent initiative arising from the British Government's National Literacy Strategy for secondary schools. The initiative focuses on Drama within the English curriculum for 11–14‐year‐olds (Key Stage 3). Taking issue with the imposition on Drama of the objectives‐led curriculum model of the Key Stage 3 Framework for teaching English, I examine whether the ‘focus on Drama’ during 2003/04 has led to a higher profile for Drama within English and facilitated curriculum collaboration between English and Drama teachers, as claimed. The article draws on evidence from a small‐scale research project involving student teachers of English and Drama on teaching practice in London schools. I conclude that the KS3 Framework model of curriculum development and training does not promote collaboration in English and Drama teaching that is genuinely creative, and I identify some approaches which could offer an alternative.  相似文献   

Anger management – a practical guide     

Maggie Frost 《Emotional and Behavioural Difficulties》2013,18(2):227-228

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The development that leads to the Cloud Computing Business Framework     

Victor Chang  Robert John Walters  Gary Wills 《International Journal of Information Management》2013

The Cloud Computing Business Framework (CCBF) is proposed to help organisations achieve good Cloud design, deployment, migration and services. There are four key areas to be addressed: (i) Classification; (ii) Organisational Sustainability Modelling (OSM); (iii) Service Portability and (iv) Linkage. Each area's focus is described, and we explain how each fits into the CCBF and work altogether. The process that leads the CCBF is supported by literature, case studies, where examples in each CCBF key area are used to illustrate its effectiveness and contributions to organisations adopting it. CCBF has been used in several organisations offering added values and positive impacts.  相似文献   

Written expression performance in adolescents with attention-deficit/hyperactivity disorder (ADHD)     

Tony DeBono  Armita Hosseini  Cassandra Cairo  Karen Ghelani  Rosemary Tannock  Maggie E. Toplak 《Reading and writing》2012,25(6):1403-1426

We examined written expression performance in a sample of adolescents with ADHD and subthreshold ADHD using two different strategies: examining performance on standardized measures of written expression and using other indicators of written expression developed in this study. We examined associations between standardized measures of written expression, cognitive processing measures (working memory, processing speed, language, fine motor ability, and reading efficiency) and behavioral ratings of ADHD by parents and teachers. We also developed a coding scheme for a writing sample to measure productivity and the ratio of self-corrections to errors. The results indicated that written expression performance was most consistently associated with cognitive processing measures and not behavioral ratings of ADHD, based on correlational and simultaneous regression analyses. These results were consistent in the analyses with both the standardized measures and the coding scheme measures of written expression. Findings generally remained robust, regardless of whether participants who met criteria for a learning disability were included or excluded in the analyses. The current results suggest that written expression difficulties in adolescents with ADHD are attributable to processing difficulties that may be associated with ADHD, not to ADHD reported symptoms. Implications for assessment and intervention are discussed.  相似文献   

Towards a new emphasis in monitoring     

Sue Cole  Maggie Coats  Helen Lentell 《Open Learning》2013,28(3):13-18

In the Open University, a sample of each tutors marked assignments is monitored to assess the quality of teaching and grading. Sue Cole and Maggie Coats, Assistant Staff Tutors in Social Science in the East Midlands Region and Helen Lentell, Assistant Director, Regional Academic Services respectively, focus on the tutor‐monitor dimension, and present the case for viewing monitoring in terms of performance improvement, not just performance appraisal. The views of readers on this controversial subject are welcome.  相似文献   

The offence of theory     

Maggie MacLure 《教育政策杂志》2013,28(2):277-286

Theory frequently offends. The paper argues that this is its strength: the value of theory lies in its power to get in the way. Theory is needed to block the reproduction of banality, and thereby, hopefully, open new possibilities for thinking and doing. However, I also note that theory has become somewhat disengaged from its objects, diminishing its power of productive interference. I argue for ‘exemplary’ practices, in which theory proliferates from examples. Caught in the minutiae of the example, yet also open to unexpected connections, theory might develop more productive ways of offending. Or to put it differently, of producing wonder.  相似文献