Peer tutoring between young adults with severe and complex learning difficulties: The effects of mediation training with Feuerstein’s instrumental enrichment programme     

Ruth Kaufman  Robert Burden 《European Journal of Psychology of Education - EJPE》2004,19(1):107-117

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Computers and school reform     

Ernest McDaniel  William McInerney  Penny Armstrong 《Educational technology research and development : ETR & D》1993,41(1):73-78

Part of the vision of school reform is to reconstruct schools as learning communities in which students and teachers pursue topics of interest. Computers can provide powerful tools for students in learning communities where inquiry, data gathering, interpretation, thinking, and judgment take place. Changing beliefs in educational goals and great support for teachers will be necessary if we are to realize the potential of computers in restructured classrooms. The greatest possibilities exist in new Professional Development Schools, where university faculty join school teachers in joint efforts to restructure learning environments. New evaluation procedures are also needed if competencies associated with information retrieval and use are to be assessed.  相似文献   

What action learning is not in the twenty-first century     

Penny Simpson  Tom Bourner 《Action Learning: Research and Practice》2007,4(2):173-187

This article is about what action learning is in the twenty-first century. In 1983 Reg Revans explained how action learning differed from seven phenomena with which it had been confused. This article explores how action learning differs from seven further phenomena with which it is currently confused. The article details similarities and differences between action learning and self-directed teams, coaching, focus groups, action research, seminars, problem-based learning and experiential learning.  相似文献   

Examining key issues underlying the Audit Commission Reports on SEN Policy Paper 1 (5th series)     

Brahm Norwich  Chris Beek  Penny Richardson  Peter Gray 《Journal of Research in Special Educational Needs》2004,4(2):98-112

This book is the first publication in the fifth series of seminars organised by the SEN Policy Options Steering Group to examine policy issues to do with special educational needs. The aim of the seminar was to examine in depth several underlying issues raised by the recent Audit Commission Reports on special educational needs. The seminar provided a distinctive perspective and analysis of these reports. The focus was on (1) assurance for parents: alternatives to statements? (2) justifying common national definitions of difficulties and SEN and (3) managing inclusion. Papers were presented by: Peter Gray, SEN Policy Consultant, on common national definitions of difficulties and SEN; Penny Richardson from Nottinghamshire Local Education Authority (LEA) on assurance for parents: alternatives to statements? and Chris Beek from Capita Strategic Education Services on managing inclusion. The main purpose of this publication is to provide policy makers at all levels of the education system with an examination of relevant and practical policy options in the field of special educational needs. The book raises crucial issues and outlines ways forward.  相似文献   

Men accessing education: Masculinities, class and choice   总被引：1，自引：0，他引：1  

Tom Woodin  Penny Jane Burke 《The Australian Educational Researcher》2007,34(3):119-134

This paper draws on an Economic and Social Research Council (ESRC) funded research project on men (aged 18–54) participating in pre-university access and foundation programs in four London further and higher education colleges. Men’s educational choices and decisions are analysed and discussed within current policy debates about widening participation and lifelong learning. These choices are placed within a framework which focuses on masculinity in terms of classed and racialised identifications. For working class and ethnic minority students choices tend to be constrained by mix of material, institutional and emotional forces. For middle class ethnic minority students these factors are only partially alleviated.  相似文献   

The 1997 Bishop and LeFanu Memorial Lecture. ‘The tragedy of childbed fever’ given by Dr Irvine Loudon. Institute of Child Health, 3 November 1997     

Penny Bonnett 《Health information and libraries journal》1998,15(3):209-209

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Professional development and understanding children’s perspectives     

Penny Munn 《International Journal of Early Years Education》2009,17(3):177-178

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Ten suggestions for including gifted education in preservice teacher education     

Pamela R. Clinkenbeard  Penny Button Kolloff 《The Teacher Educator》2013,48(3):214-218

Abstract

New teachers have usually had little or no preparation for teaching the gifted students they will all encounter. Undergraduate education programs are crowded, and courses in special education do not usually focus on students who are academically advanced. The authors present ten suggestions for weaving information on gifted students into a variety of experiences, including other education courses, separate workshops or short courses, and opportunities outside the classroom. These suggestions can help prepare teachers for a type of diversity that is often overlooked.  相似文献   

Children as active participants in their own development and ECE professionals as conscious actors     

Penny Munn 《International Journal of Early Years Education》2010,18(4):281-282

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Gender Differences in Children's Throwing Performance: Biology and Environment     

Jack K. Nelson  Jerry R. Thomas  Karyn R. Nelson  Penny C. Abraham 《Research quarterly for exercise and sport》2013,84(4):280-287

Abstract

This study evaluated the influence of biological and environmental variables on the differences between the throwing performance of 5-year-old girls and boys. A total of 100 children (48 girls, 52 boys) were tested on throwing for distance and rated on two components of throwing form—trunk rotation, and foot action. Children were evaluated on eight biological characteristics—height, weight, body mass index, ponderal index, sum of four skinfolds, body diameters, arm and leg girths, and somatotypes—and four environmental characteristics—older brother, older sister, presence of adult male, and playing with older children. Results indicated that boys threw farther than girls and exhibited more mature form. Boys had greater joint diameters than girls, a smaller sum of four skinfolds, and more estimated arm muscle. Boys were more likely to play regularly with older children. Girls' throwing performance was only 57% that of boys, but when throwing was adjusted for a linear composite of biological variables, girls' throwing performance increased to 69% of boys'. Thus, while the differences in most motor performance tasks between boys and girls prior to puberty have been attributed to environmental factors, some of the differences in throwing performance appears to reflect biological characteristics, even as early as 5 years of age.  相似文献