A teachers college should be a teachers college     

Albert Lindsay Rowland 《Peabody Journal of Education》2013,88(6):328-333

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Public speaking in colleges of business administration and united Y. M. C. A. Schools     

G. Rowland Collins 《Quarterly Journal of Speech》2013,99(4):374-379

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Statistical reality in Canadian book publishing     

Rowland Lorimer 《Publishing Research Quarterly》1992,8(3):32-45

In Canada, data on book publishing are collected and disseminated by a variety of agencies. The types and collectors of data are described, and the accuracy and completeness of data are assessed. The relationship between available statistical information and policy formation and application in support of book publishing is discussed, and Canadian programs to support writing and publishing are evaluated. Rowland Lorimer is director of the Canadian Centre for Studies in Publishing. He is active in research in publishing policy and mass communications.  相似文献   

Developing a model for e‐prints and open access journal content in UK further and higher education     

Alma Swan  Paul Needham  Steve Probets  Adrienne Muir  Charles Oppenheim  Ann O'Brien  Rachel Hardy  Fytton Rowland  Sheridan Brown 《Learned Publishing》2005,18(1):25-40

A study carried out for the UK Joint Information Systems Committee examined models for the provision of access to material in institutional and subject‐based archives and in open access journals. Their relative merits were considered, addressing not only technical concerns but also how e‐print provision (by authors) can be achieved – an essential factor for an effective e‐print delivery service (for users). A ‘harvesting’ model is recommended, where the metadata of articles deposited in distributed archives are harvested, stored and enhanced by a national service. This model has major advantages over the alternatives of a national centralized service or a completely decentralized one. Options for the implementation of a service based on the harvesting model are presented.  相似文献   

Classroom enquiry and a game of chance     

Stephen Rowland 《Education 3-13》2013,41(1):54-59

This article reports on the findings of a recent qualitative grounded theory research study in a metropolitan area in the south-east of Canada examining one junior/senior kindergarten classroom's engagement with nature. It focuses on the role of the learners, the children and the teacher, in co-constructing two very different learning experiences. The findings suggest that when learners play an agentive role in constructing their own learning experience and are involved emotionally as well as cognitively, the level of engagement would be deeper, richer and more sustained.  相似文献   

Flies Time     

Rowland Molony 《English in Education》1998,32(2):14-14

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Introduction     

Ann Cowan  Rowland Lorimer 《Publishing Research Quarterly》1990,6(1):3-5

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`Creative mathematics' – real or rhetoric?     

Peter Huckstep  Tim Rowland 《Educational Studies in Mathematics》2000,42(1):81-100

The notion of creativity has its natural home in the fine arts, where the artist literally creates something that can be perceived by the senses. The products of mathematical activity are clearly not of this kind, yet some distinguished mathematicians have claimed that mathematics offers considerable scope for creativity. The title of the book under review, and some claims to be found in it, suggest that creativity can indeed be associated with mathematics, and that young children may experience it in the classroom. We suggest that the word creative is being used in rather different senses in these different contexts, yet the meanings associated with the arts, say, are in danger of being applied to mathematical situations for rhetorical purposes.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

I: INTRODUCTION     

Caroline Floccia  Thomas D. Sambrook  Claire Delle Luche  Rosa Kwok  Jeremy Goslin  Laurence White  Allegra Cattani  Emily Sullivan  Kirsten Abbot-Smith  Andrea Krott  Debbie Mills  Caroline Rowland  Judit Gervain  Kim Plunkett 《Monographs of the Society for Research in Child Development》2018,83(1):7-29

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Preservice teachers’ expressed awarenesses: emerging threads of retro-spection of learning and pro-spection of teaching     

Voutsina  Chronoula  Alderton  Julie  Wilson  Kirsty  Ineson  Gwen  Donaldson  Gina  Rowland  Tim 《Journal of Mathematics Teacher Education》2022,25(2):191-215

In this paper, we report an enquiry into elementary preservice teachers’ learning, as they engage in doing mathematics for themselves. As a group of researchers working in elementary Initial Teacher Education in English universities, we co-planned and taught sessions on growing pattern generalisation. Following the sessions, interviews of fifteen preservice teachers at two universities focused on their expressed awareness of their approach to the mathematical activity. Preservice teachers’ prospective planning and post-teaching evaluations of similar activities in their classrooms were also examined. We draw on aspects of enactivism and the notion of reflective “spection” in the context of teacher learning, tracing threads between preservice teachers’ retro-spection of learning and pro-spection of teaching. Our analysis indicates that increasing sensitivity to their own embodied processes of generalisation offers opportunities for novice teachers to respond deliberately, rather than to react impulsively, to different pedagogical possibilities. The paper contributes a new dimension to the discussion about the focus of novice elementary school teachers’ retrospective reflection by examining how deliberate retrospective analysis of doing mathematics, and not only of teaching actions, can develop awarenesses that underlie the growth of expertise in mathematics teaching. We argue that engaging preservice teachers in mathematics to support deliberate retrospective analysis of their mathematics learning and prospective consideration of the implications for teaching can enable more critical pedagogical choices.

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