A description of an improved lever press,for cutting,piercing     

Rufus Tyler 《Journal of The Franklin Institute》1826,2(2):105-106

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Using the Ecosystemic Approach to Change Chronic Problem Behaviour in Primary Schools     

Ken Tyler  & Brynley Jones 《Pastoral Care in Education》1998,16(4):11-20

This paper describes a small‐scale study of what the authors describe as the ecosystemic approach to changing chronic problem behaviour. The study was undertaken with a group of twelve Leicestershire primary teachers. The technique is briefly described and then teachers' responses to it and its effectiveness are discussed. Four case study examples are presented and finally its potential is considered. Although in this case the work was undertaken with primary teachers, this is an approach which could also be useful at secondary level.  相似文献   

Privacy risk quantification in education data using Markov model     

Dinusha Vatsalan  Thierry Rakotoarivelo  Raghav Bhaskar  Paul Tyler  Djazia Ladjal 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(4):804-821

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From Confrontation to Accommodation: Home Schooling in South Carolina     

Zan Peters Tyler  James C. Carper 《Peabody Journal of Education》2013,88(1-2):32-48

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Intellectuals,Youth, and the Politics of the Conjuncture: A Conversation with Lawrence Grossberg     

Tyler J. Pollard 《Review of Education, Pedagogy & Cultural Studies》2014,36(3):225-245

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Serials management: integration and enhancement through reorganization     

Tyler Goldberg  David Horvath  Eric Neagle 《Library Collections, Acquisitions, and Technical Services》2001,25(4):37

It is broadly acknowledged that effective serials management supports and requires a close link between the staff in technical and public services. More recently, new technological opportunities combined with changes in library organization and administration have greatly facilitated this linkage. The nature and structure of a library’s organization can aid in and benefit from this connectedness. Departments in the University of Louisville’s public and technical services areas began a cooperative effort to maintain serials records in the online catalog in the early 1990s. With reorganization in the late 1990s, a new team structure emerged which further facilitated this effort. In return, this cooperation and the tools that it has created support the teams in a new user-centered approach to serials management.  相似文献   

Results of a Pilot Study to Investigate Community College Student Perceptions of the Value of an Online Health-Risk Reduction Program     

Elizabeth Donovan  Jack Hernandez  Emil Chiauzzi  Pronabesh DasMahapatra  Tyler Achilles  Amanda Hemm 《Community College Journal of Research & Practice》2013,37(10):821-825

Health is associated with academic success. Universal, web-based interventions to reduce risks associated with alcohol and other drug use have been found to be effective at changing four-year college students’ health behaviors. An online health program may also be well-suited to a community college population, as it can reach students off campus and can be accessed at times that are convenient for students. The purpose of the current paper is to report the results of a community college student evaluation of a fully-developed, online health risk reduction program. One hundred and thirty four students evaluated the program. Students perceived the program to be successful at addressing college health and wellness issues, and they considered it a tool that could help students make a healthy adjustment to college. A universal, online, health-risk reduction program may have the potential to be a useful component of a community college's overall prevention strategy.  相似文献   

Erratum     

I. Keith Tyler 《Educational technology research and development : ETR & D》1960,8(6):97-97

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WHAT GOOD IS GRATITUDE IN YOUTH AND SCHOOLS? A SYSTEMATIC REVIEW AND META‐ANALYSIS OF CORRELATES AND INTERVENTION OUTCOMES     

Tyler L. Renshaw  Rachel M. Olinger Steeves 《Psychology in the schools》2016,53(3):286-305

The development of gratitude in youth has received increasing attention during the past several years, and gratitude‐based interventions have often been recommended for use in schools. Yet, the empirical status of the correlates of gratitude and the effects of gratitude‐based interventions on youths’ outcomes remains unclear. The present study addressed this ambiguity by systematically reviewing and meta‐analyzing original empirical journal articles investigating gratitude in youth through September 2014 (N = 20). Findings from the meta‐analysis of correlates indicate small‐to‐moderate convergent and discriminant evidence for gratitude as a subjective well‐being indicator in youth, yet other results indicate that gratitude measures have relatively poor test–retest reliability and/or predictive validity and that they have questionable concurrent validity with other gratitude measures. Moreover, findings from the meta‐analysis of intervention outcomes indicate that gratitude‐based interventions are, as a whole, generally ineffective and that much more intervention research is warranted. Implications of these findings for theory, future research, and the practice of school psychology are discussed.  相似文献   

The Rise of the Creative Underclass     

Tyler Denmead 《Educational theory》2019,69(2):225-240

In this article, Tyler Denmead draws upon critical race theory to argue that the creative city discourse reproduces racial injustice for youth. In particular, the creative city invests in the property rights and profitability of whiteness by inscribing creative superiority on the bodies of young people who are more likely to be privileged by virtue of their race and class. Through evidence collected by both autoethnographic and ethnographic methods, Denmead discusses how his history as an arts educator has been entangled in the manifestation of this racist reconfiguration of urban space in one particular American city, Providence, Rhode Island. He discovered that the racial dynamics of the creative city discourse have productive power over how young people construct their identities and make life choices in this city and, further, that those dynamics operate in and through artist partnerships between those positioned as creatives and those positioned as troubled youth. As a result, Denmead argues that white arts educators, in particular, must disinvest themselves from notions of creativity that enhance the profitability and power of whiteness. This move requires advocating ceding land and resources that have been acquired through the creative city discourse and committing to reframing culture‐led urban renewal in terms of the economic and creative flourishing of communities of color.  相似文献