Editorial     

Fiona Leach  Rosemary Preston 《Compare》2001,31(2):149-150

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Computer-based learning: deciphering the alphabet soup.     

A Reynolds 《Training (New York, N.Y.)》1983,20(1):65-66

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Computerized prompting partners and keystroke recording devices: Two macro driven writing tools     

Thomas H. Reynolds  Curtis Jay Bonk 《Educational technology research and development : ETR & D》1996,44(3):83-97

Recent research into composing processes has focused on instructional intervention strategies that promote effective composition practices within computerized writing environments. The field of computers and composition has benefitted both from advances in computing tools and developments in learning theory. The innovative computer tool discussed in this paper uses the macro-command language of a full-featured word processor to enact strategic support designed to help writers with their written work. From a theoretical standpoint, this tool created a writing environment based on Vygotskian theory of mediated learning and was grounded in an instructional strategy known as “procedural facilitation.” To evaluate the effectiveness of this computerprompting tool, a second macro application was used to log student keystrokes, thereby tracking student writing development, revisionary practices, and keystroke reactions to the prompting partner. Students using the prompting tool enacted divergent and convergent thinking assistance that appeared at the bottom of their computer screens while the system saved a process record of their keystrokes. Procedures for creating macro-driven prompting programs and keystroke-logging devices are discussed. Additionally, a catalog of prompts and summary of keystroke-mapping benefits are provided. Finally, our research using the macro-driven prompting partner and keystroke-register tool is detailed.  相似文献   

Performance Indicators and Quality Review in Australian Universities     

Gordon Stanley  Pat Reynolds 《高等教育研究与发展》1995,14(2):245-253

This paper examines the relationship between sets of quantitative performance and diversity indicators and the qualitative banding of Australian universities made by the Committee for Quality Assurance in Higher Education. Using factor analysis, three performance factors (Traditional Research University Performance, Teaching Performance and Competitive Research Performance) and four diversity factors (Size, Equity, Student Staff Ratios and Access) were obtained. Strong association was found between quality ranking and composite measures of performance. When factor‐based composite measures were used, quality rankings were significantly correlated with Traditional Research University Performance, Teaching Performance and Size, and negatively with Equity.  相似文献   

A Deluge of Directives: conflict between collegiality and managerialism in the post-ERA primary school     

Rosemary Webb  Graham Vulliamy 《British Educational Research Journal》1996,22(4):441-458

The paper examines the impact of the plethora of innovations associated with the 1988 Education Reform Act (ERA) on the management of whole-school change in the primary school. Based upon qualitative data from a national sample of 50 schools in England and Wales, it documents the growing tensions between collegial and top-down managerial approaches. These are evidenced in the changing nature of working collaboratively in primary schools, in the creation of new management structures, in the me of school development plans and in the growth of quality assurance mechanisms, particularly in relation to preparation for Office for Standards in Education (OFSTED) inspections. There are conflicting interpretations of terms such as ‘collegiality’, ‘collaboration’, ‘teamwork’ and ‘whole-school approaches’ and there have been subtle shifts in their meaning and in their realisation in practice in the pre-and post-ERA context.  相似文献   

Care or scare: the safety of youth in congregate care in New York City     

Freundlich M  Avery RJ  Padgett D 《Child abuse & neglect》2007,31(2):173-186

OBJECTIVE: This qualitative study examined stakeholders' perceptions of the safety of youth ages 12 and older living in congregate care facilities within the New York City foster care system. The study explored the youth's physical safety, the safety of their personal belongings, the physical conditions of congregate care settings, and the relationship between staff quality and youth safety. METHOD: The study involved interviews with family court judges, representatives of private child welfare agencies, attorneys who represent children in foster care, social workers, representatives of advocacy and other relevant organizations in New York City, and former foster youth who had been placed in congregate care settings. RESULTS: Safety in congregate care environments was an issue of significant concern. Threats to the youth's safety were found to emanate from peer-on-peer violence, stealing of personal belongings, inappropriate staff conduct, and the poor physical conditions of facilities. Youth's sense of safety was strongly linked to staff quality, including staff ability to relate effectively to youth and to maintain control of congregate care environments. CONCLUSIONS: Existing regulations in New York State appear to have had little effect in ensuring the safety of youth in many group and residential care facilities. Steps to improve safety outcomes for youth in these settings are proposed.  相似文献   

Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten     

Reynolds  Arthur J.  Candee  Allyson J. 《Educational Assessment, Evaluation and Accountability》2019,31(4):381-407

Educational Assessment, Evaluation and Accountability - The Classroom Learning Activities Checklist (CLAC) is a brief classroom observation measure that assesses task-oriented and self-regulated...  相似文献   

The Changing Face of Special Educational Needs: Impact and implications for SENCos and Their Schools – By Alison Ekins     

Rosemary Mallon 《Support for Learning》2012,27(1):47-47

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The special magic of the eighties: Shaping words and shape-shifting words     

Johnston  Rosemary Ross 《Children‘s Literature in Education》1995,26(4):211-217

She has a Master's degree in children's literature and a Ph.D. in Australian literature. One of her particular research interests is in teaching literature to ESL students.  相似文献   

Cpyright spotlight: Teacher local video rental     

Rosemary Talab 《TechTrends》1987,32(4):41-41

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