Time and implementing change     

Barry E. Porter  Sr. 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(6):1063-1065

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Foundations of managing sports events: organising the 1966 FIFA World Cup     

Dilwyn Porter 《Sport in Society》2017,20(7):989-990

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In a Class of Their Own: A History of English Amateur Football     

Dilwyn Porter 《国际体育史杂志》2016,33(3):359-360

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Discriminating Quantity: New Points for Teaching Children with Down Syndrome About Number?     

Jill Porter 《International Journal of Disability, Development & Education》2019,66(2):133-150

ABSTRACT

The focus of much mathematics teaching has been on the acquisition of counting, an area where children with Down syndrome can experience particular difficulties. Research with typically developing children has highlighted how early awareness of quantity provides a strong platform for the acquisition of later mathematical skills and programmes of early intervention have been introduced. Many of these studies are embedded in the work and traditions of developmental and cognitive psychology and can be difficult to access. Consequently, this is an area that has been largely ignored in the curricula of children with Down syndrome. This paper seeks to make this literature more available. It systematically reviews previous research with children with Down Syndrome on these early foundations. It considers seemingly contradictory findings in the light of differences in tasks, their presentation and instructions, and the responses required, in order to draw conclusions and reflect on the implications for teaching and learning. Some of these propositions are in contrast to existing practices and call for further research to test their effectiveness.  相似文献   

Organization of schooling: Achieving access and quality through inclusion     

Gordon Porter 《Prospects》1995,25(2):299-309

Conclusion Michael Fullan, Dean of Education at the University of Toronto and an acknowledged expert on educational change, reform and improvement, has noted that reform in special education ‘represents just about all the issues involved in bringing about educational reform.’ complexity and leadership are particularly difficult challenges. Fullan has noted that, ‘the solutions to inclusion are not easily achieved. It is complex both in the nature and degree of change required to identify and implement solutions that work. Given what change requires—persistence, coordination, follow-up, conflict resolution, and the like—leadership at all levels is required...’ (Fullan, 1991b). Organizational support for inclusive education must be in place at the provincial/state level, the regional/school district level, and at the school level. These structures, programmes and policies must deliver the support needed by classroom teachers and their students. We have set out specific ways that this can be done, consistent with an inclusive policy framework. The commitment to equity, as well as access and quality, requires continuing development by building on these approaches. In so doing, we can achieve better results for students with special needs while simultaneously creating more effective schools for all students. A former teacher and school principal, Gordon Porter is now director of student services for the public schools in Woodstock, New Brunswick. A well-known advocate for integrated education, he has been instrumental in developing inclusionary programmes for all students in the schools in the Woodstock area, and throughout the province of New Brunswick. Dr. Porter has conducted training in many parts of Canada as well as the United States. He is currently vice-chair of the Committee on Integrated Education of the International League of Societies for the Mentally Handicapped.  相似文献   

Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress     

David W. Putwain  Nathaniel P. von der Embse 《教育心理学》2019,39(1):51-64

Based on the Job Demands-resources (RD-R) model, the aim of the current study was to examine how pressure arising from imposed curriculum changes and teacher self-efficacy relate to perceived stress in teachers. Participants (839 teachers working in English schools) completed an online survey that contained questions about demographics, self-reported pressure from imposed curriculum changes, teacher self-efficacy, and perceived stress. Pressure from imposed curriculum changes was positively, and teacher self-efficacy negatively, related to perceived stress. Teacher-self efficacy moderated relations between pressure from imposed curriculum changes and perceived stress. High teacher self-efficacy was associated with lower perceived stress, relative to low teacher self-efficacy, when pressure from imposed curriculum changes was low. The differential advantage offered by high self-efficacy declined as pressure from imposed curriculum changes increased.  相似文献   

Insecticidal activity of the medicinal plant, <Emphasis Type="Italic">Alstonia boonei</Emphasis> De Wild,against <Emphasis Type="Italic">Sesamia calamistis</Emphasis> Hampson     

Oigiangbe ON  Igbinosa IB  Tamo M 《Journal of Zhejiang University. Science. B》2007,8(10):752-755

The bioactivity of the aqueous extracts of the leaf and stem bark of the medicinal plant, Alstonia boonei De Wild (Apocyanaceae), against the pink stalk borer, Sesamia calamistis Hampson (Lepidoptera: Noctuidae) was studied in a laboratory bioassay. The extracts were incorporated into artificial diet at a rate of 0.0% (control), 1.0%, 2.5%, 5.0%, and 10.0% (w/w). Both extracts significantly (P<0.01) reduced larval survival and weight in a dose dependent manner. The concentrations that killed 50% of the larvae (LC50) for the stem bark extract were 2.8% and 2.1% at 10 and 20 DAI (days after introduction), respectively, while those for the leaves extract were 5.6% and 3.5%. The weights of the larvae also varied significantly (P<0.05) between the treatments in a dose dependent manner. We conclude that both leaf and stem bark extracts of A. boonei are toxic, used as growth inhibitors to S. calamistis larvae, and hold good promise for use as alternative crop protectants against S. calamistis.  相似文献   

About the Editor and Contributors     

Lesley Vidovich  Paige Porter 《教育政策杂志》2013,28(6):567-570

In the last decade ‘quality’ has assumed the status of one of the meta-discourses across many domains of public policy, including education. This paper focuses on the specific example of quality policy in Australian higher education of the 1990s, and in particular, on the micro level of quality policy practice as experienced by academic practitioners in 6 universities. As such, it forms a follow-up to an article published earlier in the Journal of Education Policy (Vidovich and Porter 1997) which examined macro (national) and intermediate (the Committee for Quality Assurance in Higher Education) levels of a quality policy cycle consisting of contexts of influence, policy text production and practice, as articulated by Ball and colleagues (Bowe, Ball and Gold 1992, Ball 1994). The findings of in-depth interviews with key university personnel provide evidence of the ‘messy’ realities of the policy process and considerable variation in quality policy practices at local sites, particularly in terms of the different historical contexts of universities which were categorized as ‘traditional’, ‘alternative’ and ‘former college’ types. However, despite such variation, the ‘bigger picture’ effect of the quality policy under investigation was to enhance Australian national Government control of higher education, albeit at a ‘distance’, characteristic of the culture of performativity increasingly pervading higher education across many OECD countries. A further effect was to increase inequalities, both between and within universities.  相似文献   

Wholes, parts, form and powers     

Ruth Porter Groff 《Metascience》2012,21(2):399-402

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Quality assurance in a nursing library     

Lydia Porter 《Health information and libraries journal》1991,8(3):197-198

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