A Vision for English: Rethinking the Revised National Curriculum in the Light of Contemporary Critical Theory     

John Williamson  Clare Woodall 《English in Education》1996,30(3):4-13

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Longitudinal Analyses of Academic Achievement     

Gary L. Williamson  Mark Appelbaum  Alex Epanchin 《Journal of Educational Measurement》1991,28(1):61-76

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The View from Above: Map Reading Skills Project     

Derek Potgieter  Sandra Olën 《International Information and Library Review》1993,25(4)

In South Africa the education system for black children is fraught with problems. These problems are the direct result of apartheid and have been compounded by poverty and illiteracy. In this article the problem of poorly qualified or unqualified teachers is discussed especially with regard to the teaching of map skills to children in their fifth school year. The project team needed to develop affordable materials which could be used in large classes by teachers after a very short period of training. Books and other materials which are available commercially were examined, but for various reasons were found to be unsuitable for local conditions. After determining the extent of the problem, the project team followed a grassroots process of developing a flip chart which teachers learnt to use with confidence and which enabled pupils to master the concepts and skills necessary for understanding a map.  相似文献   

Guidelines for writers in electronic publishing and the multimedia. Edited by Jane Dorner The Authors’ Licensing and Collecting Society, 1996 Available from ALCS,Isis House, 74 New Oxford Street,London WC1A 1EF     

Alex Williamson 《Learned Publishing》1996,9(3):196-197

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EFFECTS OF TEACHER–STUDENT RELATIONSHIPS ON PEER HARASSMENT: A MULTILEVEL STUDY     

Beatriz Lucas‐Molina  Ariel A. Williamson  Rosa Pulido  Alicia Prez‐Albniz 《Psychology in the schools》2015,52(3):298-315

Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students.  相似文献   

Innovative approaches towards an economic fusion reactor     

Houyang Guo  Francis Y C Thio  Michl W Binderbauer  Richard J Buttery  Thomas R Jarboe  Rajesh Maingi  John S Sarff  Peter C Stangeby  Derek A Sutherland  Mickey R Wade  Michael C Zarnstorff 《国家科学评论(英文版)》2020,7(2):245

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Guiding Low Spatial Ability Individuals through Visual Cueing: The Dual Importance of Where and When to Look     

Victoria A. Roach  Graham M. Fraser  James H. Kryklywy  Derek G.V. Mitchell  Timothy D. Wilson 《Anatomical sciences education》2019,12(1):32-42

Research suggests that spatial ability may predict success in complex disciplines including anatomy, where mastery requires a firm understanding of the intricate relationships occurring along the course of veins, arteries, and nerves, as they traverse through and around bones, muscles, and organs. Debate exists on the malleability of spatial ability, and some suggest that spatial ability can be enhanced through training. It is hypothesized that spatial ability can be trained in low-performing individuals through visual guidance. To address this, training was completed through a visual guidance protocol. This protocol was based on eye-movement patterns of high-performing individuals, collected via eye-tracking as they completed an Electronic Mental Rotations Test (EMRT). The effects of guidance were evaluated using 33 individuals with low mental rotation ability, in a counterbalanced crossover design. Individuals were placed in one of two treatment groups (late or early guidance) and completed both a guided, and an unguided EMRT. A third group (no guidance/control) completed two unguided EMRTs. All groups demonstrated an increase in EMRT scores on their second test (P < 0.001); however, an interaction was observed between treatment and test iteration (P = 0.024). The effect of guidance on scores was contingent on when the guidance was applied. When guidance was applied early, scores were significantly greater than expected (P = 0.028). These findings suggest that by guiding individuals with low mental rotation ability “where” to look early in training, better search approaches may be adopted, yielding improvements in spatial reasoning scores. It is proposed that visual guidance may be applied in spatial fields, such as STEMM (science, technology, engineering, mathematics and medicine), surgery, and anatomy to improve student's interpretation of visual content. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

Mixed Reality Lab at Mississippi State University Libraries     

Derek H. Marshall  Joy DuBose  Pattye Archer 《Public Services Quarterly》2019,15(1):51-58

Virtual and Augmented Realities are advancing technologies that are becoming more popular in gaming and programming communities. However, virtual reality has been in development for decades. As libraries are often at the forefront of offering new and advancing technologies to their communities, virtual and augmented reality programs have become new additions to library services. While gaming is the prominent use of these technologies, virtual and augmented reality affords many educational opportunities. Mississippi State University Libraries have recently added a virtual/augmented reality lab as part of its library program.  相似文献   

Consolidating a new approach in the philosophy of science     

Skillings  Derek 《Metascience》2021,30(1):111-114

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Editorial          下载免费PDF全文

Derek C. Briggs 《Educational Measurement》2015,34(2):1-1

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