School bullying in different cultures: Eastern and Western perspectives     

Noel Purdy 《Pastoral Care in Education》2016,34(4):248-249

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Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1994,21(2):i-iv

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The Effect of Psychodrama Growth Groups on Self‐Concept and Dogmatism Scores in Student Teachers     

John Carroll  Noel Howieson 《Asia-Pacific Journal of Teacher Education》1984,12(2):26-33

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Editorial: New discourses for new times, or old stories reinvented?     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1997,24(2):i-vi

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Critical perspectives on curriculum work in Australia and New Zealand     

Noel Gough 《课程研究杂志》2013,45(3)

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Thinking/acting locally/globally: Western science and environmental education in a global knowledge economy     

Noel Gough 《International Journal of Science Education》2013,35(11):1217-1237

This paper critically appraises a number of approaches to 'thinking globally' in environmental education, with particular reference to popular assumptions about the universal applicability of Western science. Although the transnational character of many environmental issues demands that we 'think globally', I argue that the contribution of Western science to understanding and resolving environmental problems might be enhanced by seeing it as one among many local knowledge traditions. The production of a 'global knowledge economy' in/for environmental education can then be understood as creating transnational 'spaces' in which local knowledge traditions can be performed together, rather than as creating a 'common market' in which representations of local knowledge must be translated into (or exchanged for) the terms of a universal discourse.  相似文献   

Book reviews     

C. Arnold Anderson  John Brennan  Robert H. Rossberg  Noel Entwistle  Max Streit  Gareth Williams  George Psacharopoulos 《Higher Education》1973,2(4):493-500

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The I.N.T.O., the bishops and the clash on school funding (1945–1954)     

Noel Ward 《Irish Educational Studies》2013,32(1):96-109

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The Role of Extended Time and Item Content on a High‐Stakes Mathematics Test     

Allan S. Cohen  Noel Gregg  Meng Deng 《Learning disabilities research & practice》2005,20(4):225-233

The premise of a great deal of current research guiding policy development has been that accommodations are the catalyst for student performance differences. Rather than accepting this premise, two studies were conducted to investigate the influence of extended time and content knowledge on the performance of ninth‐grade students who took a statewide mathematics test with and without accommodations. Each study involved 1,250 accommodated students (extended time only) with learning disabilities and 1,250 nonaccommodated students demonstrating no disabilities. In Study One, a standard differential item functioning (DIF) analysis illustrated that the usual approach to studying the effects of accommodations contributes little to our understanding of the reason for performance differences across students. Next, a mixture item response theory DIF model was used to explore the most likely cause(s) for performance differences across the population. The results from both studies suggest that students for whom items were functioning differently were not accurately characterized by their accommodation status but rather by their content knowledge. That is, knowing students' accommodation status (i.e., accommodated or nonaccommodated) contributed little to understanding why accommodated and nonaccommodated students differed in their test performance. Rather, the data would suggest that a more likely explanation is that mathematics competency differentiated the groups of student learners regardless of their accommodation and/or reading levels.  相似文献   

Making Sense of Bali: Unintended outcomes of study abroad programs     

Bob Hill  Noel Thomas 《Teaching Education》2013,24(3):197-211

Study abroad programmes for teacher education students are increasingly being evaluated to determine their effectiveness in achieving intended outcomes. There is a danger, however, that such evaluations will ignore valuable but unintended and serendipitous outcomes of such programmes. This paper investigates an example of such an outcome, the development of a critical perspective towards media constructions of ‘otherness’. In 2002 a group of Australian teacher education students undertook an intensive in‐country Indonesian language programme. The course included mornings of formal immersion language classes and afternoons of cultural experiences with local students. Throughout and following the programme the students were interviewed and wrote about their changing perceptions of Indonesia and the implications of the experience for their professional development. Soon after their return Indonesian–Australian relations were challenged by the terrorist attack in the tourist heart of Bali. Two hundred and two people, including many Australian tourists, were killed in the bomb blast. In some cases the students were personally acquainted with Australian victims. As part of their reflection upon their in‐country experience the students were asked to comment upon whether, and in what ways, the Bali bombings might have affected their perceptions of Indonesia. The students were highly critical of the ethnocentric and stereotyped way in which the Australian media depicted Indonesians in their reporting of the bombing. These students were concerned with the effect that such media constructions might have upon Australian attitudes towards Indonesia and were prepared to challenge such media constructions in the classroom.  相似文献