Rock drilling tests in the tri-state mining district     

C.R. Forbes 《Journal of The Franklin Institute》1922,193(1):122-123

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Reducing Risk for Substance Use by Economically Disadvantaged Young Men: Positive Family Environments and Pathways to Educational Attainment          下载免费PDF全文

Monica J. Martin  Rand D. Conger  Stephanie L. Sitnick  April S. Masarik  Erika E. Forbes  Daniel S. Shaw 《Child development》2015,86(6):1719-1737

Using prospective, longitudinal data spanning 10 years (age = 10–20) from a study of 295 economically disadvantaged males, the current investigation evaluated a developmental model that links early family environment and later educational aspirations, extracurricular activities, and educational attainment to substance use in early adulthood. The results indicate that a positive family environment during adolescence (low family conflict, high family warmth, and effective child management) predicted educational involvements during adolescence that promoted educational attainment during early adulthood. Finally, higher levels of educational attainment were associated with less substance use in early adulthood, even after controlling for adolescent substance use. These findings suggest that positive parenting promotes educational achievements that increase resilience to substance use for economically disadvantaged males.  相似文献   

Educating child practitioners: a (re)turn to the university disciplines     

Joan Forbes  Elspeth McCartney 《Discourse: Studies in the Cultural Politics of Education》2015,36(1):144-159

This paper analyses a specific disjunctive policy space in Scotland involving the current key children's social and educational policy agenda, Getting it Right for Every Child (GIRFEC), and a recent national report on teacher education, the ‘Donaldson Report’. In four main parts, the paper first introduces and applies in policy review and analysis a capitals frame to identify the policy–practice discontinuities currently inherent in the ‘GIRFEC-child practitioner education’ policy space, exemplified by the Donaldson Report. Then, the same capitals frame is applied to examine the capitals resources demanded in the particular ‘child–child practitioner education’ policy space previously delineated. Next, examples of policy disconnects amongst current child practice and practitioner education policy production and implementation, which warrant a concerted integrative cross-sector project to ensure coherent social and intellectual capital relations at all levels, are discussed. Finally, the paper calls for the governing professional registration bodies and universities involved in the education of child-sector practitioners to engage in the redesign of university programmes underpinned by principles of transdisciplinarity and transprofessionalism. The methodology is policy sociology and policy text analysis.  相似文献   

Regimes of language skill and competency assessment in an age of migration: the in/visibility of social relations and practices     

Tara Gibb 《Studies in Continuing Education》2015,37(3):251-266

This paper draws on ethnographic research to discuss the textual practices and social relations of language assessment. It examines the tensions that language educators and assessment practitioners encounter while making decisions about immigrant professionals’ language competence. It also analyzes the role of other social actors in constituting conceptions of skill. The paper concludes by considering social practice theory as an alternative for exploring conceptions of competence.  相似文献   

Voice over distance: a case of podcasting for learning in online teacher education     

Dianne Forbes  Elaine Khoo 《Distance Education》2015,36(3):335-350

This paper reports on a case study of an online pre-service teacher education course in a New Zealand university aimed at exploring the potential of student-generated podcasts as a form of interactive formative assessment at a distance. The study was part of a wider two-year funded project with the overall goal of documenting, developing, and disseminating effective and innovative e-learning practice. Findings from lecturer and tutor interviews, student focus group (FG) discussion, and course evaluations indicate that the podcasting task provided opportunities for the course lecturer, tutors, and students to learn and share ideas with one another. The experience empowered students to develop the skills and confidence to initiate more independent inquiry into technologies to support their pedagogical purposes. The study contributes to a better understanding of the skills, dispositions, and knowledge needed to prepare teacher candidates for teaching-learning contexts where information and communication technologies are increasingly pivotal.  相似文献   

Promoting Prospective Elementary Teachers’ Learning to Use Formative Assessment for Life Science Instruction     

Jaime L. Sabel  Cory T. Forbes  Laura Zangori 《Journal of Science Teacher Education》2015,26(4):419-445

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We hear you: Listening to the perspectives of families regarding the education and opportunities for children in special school settings     

Fiona Forbes  Tania Aspland 《Support for Learning》2023,38(3):146-153

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Spurs: A Bibliographical Note     

Forbes Morlock 《Parallax》2014,20(1):11-14

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Action learning as an element within an assessed and supported year in employment for newly qualified social workers: a three-role perspective     

Carol Wells  Ikedola Animashaun  Anneliese Gibb 《Action Learning: Research and Practice》2017,14(2):167-173

The assessed and supported year in employment (ASYE) is employer-led and provides a programme to support and assess newly qualified social workers (NQSWs) working with children and families and adults during their first year of employment. Action learning was brought into Cambridgeshire County Councils ASYE programme as a 12-month pilot from October 2015 to September 2016, with the view of providing an opportunity for the 55–60 NQSWs to develop critical thinking, problem-solving and leadership skills. This paper gives an account of the journey from the perspective of the roles of the accoucheur and action learning lead, ASYE Programme Lead and Evaluator and identifies key learning points. In writing this paper, the authors acknowledge the contribution of their colleague facilitators and the NQSWs who participated in action learning sets.  相似文献   

Do RFIDs (radio frequency identifier devices) provide new ethical dilemmas for librarians and information professionals?     

Clare Thornley  Stuart Ferguson  John Weckert  Forbes GibbAuthor vitae 《International Journal of Information Management》2011,31(6):546-555

This paper provides an analysis of the current and potential ethical implications of RFID technology for the library and information professions. These issues are analysed as a series of ethical dilemmas, or hard-to-resolve competing ethical obligations, which the librarian has in relationship to information objects, library users and the wider social and political environment or state. A process model of the library is used as a framework for the discussion to illustrate the relationship between the different participants in the library system and it is argued that ethical analysis should involve the identification of future developments as well as current issues. The analysis shows that RFIDs do currently pose some dilemmas for librarians in terms of the conflicts between efficient service, privacy of users and an obligation to protect the safety of society as a whole, and that these are likely to become more problematic as the technology develops. This paper is part 2 of a series of papers on RFIDs and the library and information professions.  相似文献