A Sketch of the Life of Thomas Bond,Clinician and Surgeon     

J. Alison Scott 《Journal of the Medical Library Association》1906,4(1):14-41

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The effectiveness of information and communication technology on the learning of written English for 5- to 16-year-olds   总被引：1，自引：0，他引：1  

Richard Andrews  Allison Freeman  Dan Hou  Nick McGuinn  Alison Robinson  Judy Zhu 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(2):325-336

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The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research     

Herbert W. Marsh  Marjorie Seaton  Ulrich Trautwein  Oliver Lüdtke  K. T. Hau  Alison J. O’Mara  Rhonda G. Craven 《Educational Psychology Review》2008,20(3):319-350

The big-fish–little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts (ASCs) when attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the school-average ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual student and contextual level characteristics, settings, countries, long-term follow-ups, and research designs. Because of the importance of ASC in predicting future achievement, coursework selection, and educational attainment, the results have important implications for the way in which schools are organized (e.g., tracking, ability grouping, academically selective schools, and gifted education programs). In response to Dai and Rinn (Educ. Psychol. Rev., 2008), we summarize the theoretical model underlying the BFLPE, minimal conditions for testing the BFLPE, support for its robust generalizability, its relation to social comparison theory, and recent research extending previous implications, demonstrating that the BFLPE stands up to scrutiny. Quotations (associated page numbers) to the Dai and Rinn (2008) article are based on a prepublication version of the article available to the authors of this article that may have changed during the final preparation for publication. The authors would also like to express thanks to David Dai and Anne Rinn for their encouragement and assistance to us in preparation of our article, whilst still acknowledging that they might not agree will all the views expressed here.  相似文献   

Girls and science and technology     

Alison Kelly 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(4):501-503

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Double your major,double your return?     

Alison F. Del Rossi  Joni Hersch 《Economics of Education Review》2008

We use the 2003 National Survey of College Graduates to provide the first estimates of the effect on earnings of having a double major. Overall, double majoring increases earnings by 2.3% relative to having a single major among college graduates without graduate degrees. Most of the gains from having a double major come from choosing fields across two different major categories. Graduates who combine an arts, humanities or social science major with a major in business, engineering, science or math have returns 7–50% higher than graduates with a single major in arts, humanities or social science. But such double major combinations have returns no higher than single majors in business, engineering, science or math. Majors combining business and science or math have returns more than 50% greater than the returns to having a single major in these fields.  相似文献   

Which IVF test is best for baby?     

Motluk A 《New scientist (1971)》2005,188(2523):10

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The dirtiest dilemma of all: should university researchers take the tobacco companies' tainted money?     

Motluk A 《New scientist (1971)》1996,151(2045):12-13

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Boxing clever: using shoeboxes to support home–school knowledge exchange     

Pamela Greenhough  Mary Scanlan  Anthony Feiler  David Johnson  Wan Ching Yee  Jane Andrews  Alison Price  Maggie Smithson  Martin Hughes 《Literacy》2005,39(2):97-103

A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning.  相似文献   

Purposes of education for young people with severe learning difficulties: exploring a vocational teaching resource – ‘A stepping stone to…’ what?     

Alison Black  Hazel Lawson 《Cambridge Journal of Education》2017,47(2):207-226

This article examines the purposes of education with a particular focus on young people with severe learning difficulties (SLD). The topic is explored with reference to a specific case, whereby some of the key findings of an evaluation of the first year of ‘The Greenside Studio’, an English special school’s vocational teaching resource for young people with SLD, are presented. A conceptualisation of different ‘sides’ to the Studio is discussed in relation to the purposes of education for these learners in which the view of vocational learning as a stepping stone to paid employment and independence is presented as problematic. With a broader interpretation of vocational education this stepping stone is reconfigured as a bridge to life after school, whatever form that takes. It is argued, however, that the nature of this life must be viewed aspirationally.  相似文献   

The pedagogical benefits of enacting positive psychology practices through a student–faculty partnership approach to academic development     

Alison Cook-Sather  Joel Alden Schlosser  Abigail Sweeney  Laurel M. Peterson  Kimberly Wright Cassidy  Ana Colón García 《International Journal for Academic Development》2018,23(2):123-134

Academic development that supports the enactment of positive psychology practices through student–faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and self-authoring can be accelerated. This article presents a student–faculty pedagogical partnership program and positive psychology practices that focus on faculty strengths and capacities as the foundation for reinforcing and revising existing pedagogical strategies and for sustaining energy for continued development. It combines collaborative autoethnographic and comparative case study approaches to investigate the pedagogical benefits of these practices.  相似文献