Rabbi Jacob B. Pollak,Educator     

Emanuel Gamoran 《Journal of Jewish Education》2013,79(3):128-129

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Curriculum innovation within an evaluative state: issues of risk and regulation     

David Halpin  Marny Dickson  Sally Power  Geoff Whitty  Sharon Gewirtz 《Curriculum Journal》2013,24(3):197-206

The English EAZ experience illustrates the difficulties of developing an innovative, responsive and inclusive curriculum within an evaluative state characterized by high stakes testing. Consequently, while government exhortations to ‘raise standards’, ‘innovate’ and ‘promote social inclusion’ clearly serve an important rhetorical function, they may underestimate the challenges involved and overestimate the capacity of schools within disadvantaged areas to ‘make a difference’.  相似文献   

The Psychology of the Adolescent by S. Leta     

Emanuel Gamoran 《Journal of Jewish Education》2013,79(1):65-66

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Beginning teachers as enquirers: m-level work in initial teacher education     

Beth Dickson 《欧洲师范教育杂志》2011,34(3):259-276

In order to deliver life-long learning for teachers, practitioner-based enquiry learning is being promoted by teacher education institutions on the basis that this form of learning gives teachers the ability to understand factors affecting learning within their own classrooms by systematic investigations of issues and the construction of an evidence-base on which decisions which improve learning can be taken. In turn this enhances teacher professionalism. This article presents a study of how practitioner-based enquiry was embedded in an initial teacher education programme; the reasons for this; and the purposes of the strategy, which raised the one-year postgraduate qualification to masters-level. It looks at the reasons for the change; the nature of the change, which included educating teachers intending to teach in primary schools together with those intending to teach in secondary; the introduction of practitioner-based enquiry; some early student reaction; and the structural, cultural and learning issues which have emerged.  相似文献   

Economic returns to education: What We Know, What We Don’t Know, and Where We Are Going—Some brief pointers     

Matt Dickson  Colm Harmon 《Economics of Education Review》2011,30(6):1118-1122

The estimation of the economic return to education has perhaps been one of the predominant areas of analysis in applied economics for over 50 years. In this short note we consider some of the recent directions taken by the literature, and also some of the blockages faced by both science and policymakers in pushing forward some key issues. This serves by way of introduction to a set of papers for a special issue of the Economics of Education Review.  相似文献   

The curriculum and the needs of society     

Alec Dickson 《Higher Education Quarterly》1979,33(4):437-458

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Analysis of a laminar-flow diffusional mixer for directed self-assembly of liposomes     

Matthew J. Kennedy  Harold D. Ladouceur  Tiffany Moeller  Dickson Kirui  Carl A. Batt 《Biomicrofluidics》2012,6(4)

The present work describes the operation and simulation of a microfluidic laminar-flow mixer. Diffusive mixing takes place between a core solution containing lipids in ethanol and a sheath solution containing aqueous buffer, leading to self assembly of liposomes. Present device architecture hydrodynamically focuses the lipid solution into a cylindrical core positioned at the center of a microfluidic channel of 125 × 125-μm² cross-section. Use of the device produces liposomes in the size range of 100–300 nm, with larger liposomes forming at greater ionic strength in the sheath solution and at lower lipid concentration in the core solution. Finite element simulations compute the concentration distributions of solutes at axial distances of greater than 100 channel widths. These simulations reduce computation time and enable computation at long axial distances by utilizing long hexahedral elements in the axial flow region and fine tetrahedral elements in the hydrodynamic focusing region. Present meshing technique is generally useful for simulation of long microfluidic channels and is fully implementable using comsol Multiphysics. Confocal microscopy provides experimental validation of the simulations using fluorescent solutions containing fluorescein or enhanced green fluorescent protein.  相似文献   

Reasonable Adjustments in Assessment: Putting Law and Policy into Practice in Australia     

Joy Cumming  Elizabeth Dickson  Amanda Webster 《International Journal of Disability, Development & Education》2013,60(4):295-311

The Australian Disability Standards for Education 2005 (Cth) require education providers to make reasonable adjustments in educational assessment so that students with disability can participate on the same basis as other students and be able to demonstrate what they know and can do. Reasonableness is governed by a determination of the balance of interests, benefits and detriment to the parties involved. The Standards require providers to consult with students and associates on adjustments, although guidance on how consultation should occur and how the views of students and associates are to be taken into account is vague. In this article, we identify three principles to be considered in order to put appropriate and effective reasonable adjustments in assessment into practice. While Australian law and assessment contexts are used to examine intentions, expectations and practices in educational assessment for students with disability, we argue that these three principles must be considered in any national education system to ensure equitable assessment practices and achieve equitable educational inclusion for students with disability.  相似文献   

汶川重建中的国际合作     

Emanuel Pastreich  John Feffer 《中国新闻周刊》2008,(23)

2008年5月12日发生在中国的汶川毁灭性地震,造成整个四川省超过6万人遇难,500万人无家可归,而灾后的重建工作将需要很长时间。虽然当前救援组织和当地政府已经紧急修建了临时住房并提供饮用水,但同样重要的是我们应该开始考虑在救援人员离开后,国际社会应该如何有效在而合适地发挥长久的作用。  相似文献   

Do students' style preferences differ by grade level,orientation toward college,and academic major?     

Dr. Richard C. Emanuel  Dr. W. James Potter 《Research in higher education》1992,33(3):395-414

Students' preferences for learning styles as well as their preferences for communication styles of their teachers are examined to determine if those preferences are related to gender, grade level, and major in college. A total of 327 adolescents in grades eight through twelve completed questionnaires measuring their preferred learning styles (Dependent, Independent, Competitive, Collaborative, and Participative) and their preferences for teacher communicator styles (Open, Attentive, Relaxes, Precise, Impression Leaving, Dramatic, Friendly, Animated, Contentious, and Dominant). Also, 235 college students in various majors were measured. The rank ordering of preferences was generally stable across all grade levels in the adolescent sample. However, the college students exhibited several important differences in preferences from the adolescents and across majors.  相似文献