Reviewing the Reviews: The Geography of University Rationalisation     

Anthony G. Hoare 《Higher Education Quarterly》1991,45(3):234-253

Like many other sectors of the national economy, Britain's higher education (HE) has been rationalised in the 1980s, under central government directives as channelled through the actions of the University Grants Committee. Spatial arguments over the 'where' of university course provision have not featured prominently in the previous history of national HE policy, although a number of reasons can be suggested why they may matter. The paper reviews a major part of the rationalisation programme - the UGC's subject-specific reviews - and finds the significance of spatial considerations varies appreciably among them, but for reasons not always easy to explain.  相似文献   

The prevalence of psychiatric disorder in children attending a school for pupils with emotional and behavioural difficulties     

Elizabeth Cassidy  Anthony James  & Luci Wiggs 《British Journal of Special Education》2001,28(4):167-173

The research presented in this article suggests that young people attending schools for pupils with emotional and behavioural difficulties are more likely to experience concurrent psychiatric disorders (comorbidity) than their peers in mainstream schools. Dr Cassidy (Consultant in Child and Adolescent Psychiatry), Dr James (Consultant and Honorary Senior Lecturer in Child and Adolescent Psychiatry) and Dr Wiggs (Research Psychologist) used questionnaires and interviews with parents and teachers, together with pupil self-reporting, to gather their data. The two-stage investigation suggested that 89% of the adolescents in one school for pupils with EBD met established criteria for the diagnosis of a psychiatric disorder. Conduct disorder and attention deficit hyperactivity disorder (ADHD) emerged as the most common psychiatric difficulties, but emotional disorders were also prominent in the data. These untreated problems are likely to have significant long-term implications for the psychological and educational development of the pupils concerned, and the authors speculate on some of the ways in which psychiatric and education services might work together in order to improve the outlook.  相似文献   

Class,Culture and the State in Comparative Education: problems,perspectives and prospects     

Anthony R. Welch 《比较教育学》1993,29(1):7-27

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Higher Technical Education and Socio‐Economic Development     

Anthony King 《比较教育学》1969,5(3):263-281

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Piaget's critique of pure knowledge     

Anthony Falikowski 《Interchange》1980,11(2):62-71

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AV INFORMATION MATERIALS IN LIBRARIES     

Anthony Thompson 《Learning, Media and Technology》1977,3(4):117-118

The report describes the gradual adaptation by librarians to audio‐visual methods, and courses of training in their use provided at the College of Librarianship, Wales  相似文献   

The Functionalist Tradition and Comparative Education     

Anthony R. Welch 《比较教育学》1985,21(1):5-19

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McKinesiology     

David L. Andrews  Michael Silk  Jessica Francombe  Anthony Bush 《Review of Education, Pedagogy & Cultural Studies》2013,35(5):335-356

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SCAFFOLDING THE INQUIRY CONTINUUM AND THE CONSTITUTION OF IDENTITY     

Wayne Melville  Anthony Bartley  Xavier Fazio 《International Journal of Science and Mathematics Education》2013,11(5):1255-1273

This article considers the impact of scaffolding on pre-service science teachers’ constitution of identities as teachers of inquiry. This scaffolding has consisted of 2 major components, a unit on current electricity which encompasses the inquiry continuum and an open inquiry which is situated in context of classroom practice. Our analysis indicates 2 major themes. The first is the importance of scaffolding inquiry as a strategy for engaging in the discourses, experiences, and emotions that are foundational to the constitution of identity from the post-structural perspective. The second theme is that the opportunity to conduct an open inquiry, while concurrently considering its pedagogical implications, provides our pre-service teachers with an appreciation of the value of inquiry.  相似文献   

A history of morphine-induced taste aversion learning fails to affect morphine-induced place preference conditioning in rats     

Heather E. King  Anthony L. Riley 《Learning & behavior》2013,41(4):433-442

Drugs of abuse have both rewarding and aversive effects, as indexed by the fact that they support place preferences and taste aversions, respectively. In the present study, we explored whether having a history with the aversive effects of morphine (via taste aversion conditioning) impacted the subsequent rewarding effects of morphine, as measured in the place preference design. In Experiment 1, rats were exposed to a taste aversion procedure in which saccharin was followed by morphine. Place preference conditioning was then initiated in which animals were injected with morphine and placed on one side of a two-chambered apparatus. Animals with a taste aversion history acquired place preferences to the same degree as controls without such a history, suggesting that morphine’s affective properties condition multiple effects, dependent on the specific stimuli present during conditioning. To determine whether these results were a reflection of processes operating in traditional associative conditioning, in a modified blocking procedure, place preference conditioning was attempted in the presence of a taste previously associated with morphine (Exp. 2). Under these conditions, animals still acquired morphine-induced place preferences comparable to those of animals without a morphine or conditioning history. These results are consistent with the position that drugs of abuse have multiple stimulus effects (positive and negative) that are differentially associated with specific stimuli (environmental and taste) that drive different behavioral responses (approach and avoidance).  相似文献