The individualized education program.--Part 2: translating law into practice     

A P Turnbull  B Strickland  S E Hammer 《Journal of learning disabilities》1978,11(2):67-72

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Illustration     

John P. Frisby  Peyton Skipwith  Victor Margolin  Jeffrey Jones  Arthur T. Turnbull  Russell. N. Baird 《Communication Booknotes Quarterly》2013,44(6):132-134

John P. Frisby Seeing: lliusion, Brain and Mind (Mew York: ..Oxford University Press, 1980—$18.95)

Peyton Skipwith The Great Bird Illustrators and their Art, 1730-1930(New York A&W Publishers,1979-$25.00)

Victor Margolin Ira Brichta, and Vivian Brichta's The Promise and The Product: 200 Year of American Advertising Posters (New York: Mcmillan, 1979—$37.50}.

Jeffrey Jones The Studio (London:Big,Q Publishing; Charlottesville, Vs. , Big 0 Publishing, 1979—$12.50. paper)

Arthur T. Turnbull and Russell. N. Baird The Graphics of Communication: Typography, layout; Design, Production (New York: Holt, Rinehart & Winston, 1986-price not given)  相似文献   

Talk and the Development of Social Understanding     

William Turnbull  Jeremy I. M. Carpendale 《Early education and development》2001,12(3):455-478

Our theme is that parent-child talk about the mental world plays a central role in the development of children's social understanding. This view is supported by Wittgenstein's argument that public criteria are necessary for learning the meaning of mental state terms. We propose that children, mainly in talk, learn the patterns of interaction that are criterial for the use of mental state terms. Two examples of empirical research illustrate this proposal. The first, a qualitative analysis of how criteria for psychological terms are displayed in mother-child talk, revealed that criteria were variously displayed and were presented in temporal, cause and effect sequences. The second, a quantitative analysis of key elements for understanding false beliefs present in mother-child talk, compared dyads in which children Failed (N = 14) or Passed (N = 10) false belief tests. In both Fail and Pass dyads, mothers elicited the vast majority of elements but produced about the same number as children. Only Pass children produced elements without mothers eliciting them. There were no instances of child-elicited/mother-produced elements. Overall, Fail children were less competent at recognizing and commenting on important aspects of a situation of false belief. We conclude that the development of talk and social understanding are inextricably intertwined.  相似文献   

Severe Youth Violence: Developmental Perspectives Introduction to the Special Section          下载免费PDF全文

Tina Malti  Margit Averdijk 《Child development》2017,88(1):5-15

In this article, the authors introduce the special section on severe youth violence (SYV). As severe violence has significant negative consequences and youth commit more violence than other age groups, a developmental science approach is important to (a) understand pathways to SYV, (b) guide attempts to screen and assess SYV risk, and (c) inform novel, developmentally sensitive practices and policies to prevent and reduce SYV. The authors establish the theoretical and empirical contexts for the articles in this special section and explain how this developmental research on SYV can inform new lines of theoretical and empirical inquiry and innovative approaches to detect and respond to the risk of SYV.  相似文献   

Teacher Participation and Buy-in: Implications for School Reform Initiatives   总被引：1，自引：0，他引：1  

Turnbull  Barbara 《Learning Environments Research》2002,5(3):235-252

The impetus for this study grew from assumptions about teacher participation in the implementation of comprehensive school reform initiatives and teacher buy-in. It is commonly believed that teachers who participate in reform implementation decisions will have increased buy-in, be more motivated to take action, and thus have greater impact on school reform. The purpose of this study was to explore these assumptions. Using Hierarchical Linear Modeling (HLM), a series of teacher participation variables were identified as possible predictors of buy-in. The model was run on three independent and longitudinal samples of teachers involved in New Jersey's whole school reform initiative over a two-year period (n = 671, n = 390, n = 454). Results indicated that teacher participation in program selection was not a strong predictor either of immediate or long-term buy-in. Training, support from program developers, support from staff members, administrator buy-in, and control over classroom implementation were stronger and more constant predictors of teacher buy-in to a school reform program. The findings of this study have implications for the implementation of comprehensive school reform initiatives. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Review     

Craig Callender  Steve Fuller  Katherine Neal  Bernadette Bensaude-Vincent  David Turnbull  Otávio Bueno  Jerry Ravetz  Alan Chalmers  Peter Harrison  Keith Benson  Jonathan Simon  Margaret D. Garber  Samir Chopra  Henry Chan  Elizabeth Toon  Philip Catton  Brendan Larvor  Kylie Valentine  Alan C. Love  Donna April Chua Sy  Brian W. Ogilvie  James Maclaurin  William C. Summers  Arthur B. Markman  John T. Vallance 《Metascience》2002,11(1):43-138

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Review of Scottish Arts Council's Quality Framework – guidelines for arts organisations (2nd ed.), 2009     

Alison Turnbull 《Cultural Trends》2011,20(2):185-191

The Scottish Arts Council's “Quality Framework” was launched in 2007 as a continuous improvement toolkit. It provides a flexible framework for arts organizations to evaluate the impact of funding decisions. Developing tools that allow organizations to demonstrate their impact provides robust information to further build the evidence base for the cultural sector. The second edition (2009) has been revised after evaluation and consultation with arts organizations and Scottish Arts Council staff. Taking this approach and gathering further evidence is an important step in the lead up to Creative Scotland (which is the newly established creative arts funding body within Scotland). Continuous improvement tools not only gather evidence but can improve work practices. The Quality Framework should be viewed in the context of the National Performance Framework, as gathering outcome evidence will also assist in the production of Local Authority Single Outcome Agreements. This review also looks at the Unified Quality Improvement Framework, an over-arching tool that will assist local authorities and other service providers to evaluate the quality of their culture and sport provision. Evidencing sector information such as arts activity will be an important part of this process. The Quality Framework is a tool to gather outcome-based evidence that will show how culture can contribute to a variety of policy objectives.  相似文献   

Preschoolers' Exposure to Language Stimulation in Classrooms Serving At-Risk Children: The Contribution of Group Size and Activity Context     

Khara Pence Turnbull  Angela Beckman Anthony  Laura Justice  Ryan Bowles 《Early education and development》2013,24(1):53-79

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The Construction of Knowledge in Classroom Talk     

Sherrie Atwood  William Turnbull  Jeremy I. M. Carpendale 《学习科学杂志》2013,22(3):358-402

Social interaction is important for the development of knowledge (M. Chapman, 1991 Chapman, M. 1991. “The epistemic triangle: Operative and communicative components of cognitive competence.”. In Criteria for competence: Controversies in the conceptualization and assessment of children's abilities Edited by: Chandler, M. and Chapman, M. 209–228. Hillsdale, NJ: Erlbaum.  [Google Scholar]). Social interaction, however, takes many forms, and J. Piaget (1977/1995) proposed that the construction of knowledge is facilitated in cooperative as opposed to constraining relationships. These views of knowledge development were drawn on in a study of classroom talk in higher education, namely in 2 first- and 2 fourth-year college and university psychology classes. Classroom talk was recorded, transcribed, and analyzed following conversation analytic (H. Sacks, 1992 Sacks, H. 1992. Lectures on conversation Vol. 1–2, Oxford, England: Basil Blackwell.  [Google Scholar]) and social pragmatic (W. Turnbull, 2003 Turnbull, W. 2003. Language in action: Psychological models of conversation. New York, NY: Psychology Press..  [Google Scholar]) approaches. Examination of how cooperation and constraint were constituted in the corpus was based on N. Mercer's (1995, 2000) categorization of different ways of making reasoning manifest, namely exploratory talk, or the joint negotiation of ideas; disputational talk, or the competitive negotiation of knowledge claims; and cumulative talk, or the uncritical addition of knowledge claims. Analysis focused on the sequential structures of classroom talk in and through which reasoning is achieved. Analysis revealed that most fourth-year talk was exploratory, whereas most first-year talk was disputational or cumulative.  相似文献   

Teacher Perspectives of School Management Teams     

Barbara Turnbull  Janet Mee 《Educational Research and Evaluation》2013,19(4):373-389

This study is intended as a resource and a tool for those involved in the evaluation, monitoring, or self-review of school management teams. The information presented is based on first-hand experiences of n = 838 elementary and middle school teachers from 55 schools who were directly involved with the implementation and operations of school management teams over a 2-year period. The insight reported by these teachers, who represent both management team members and nonmembers, brings to light many of the contextual issues facing management team implementation, operations, and power distribution. These issues are discussed in terms of implications for evaluation and team self-review.  相似文献