Writing Performance Level Descriptors and Setting Performance Standards for Assessments of Modified Achievement Standards: The Role of Innovation and Importance of Following Conventional Practice   总被引：1，自引：1，他引：0  

Karla L. Egan  Steve Ferrara  M. Christina Schneider  Karen E. Barton 《Peabody Journal of Education》2013,88(4):552-577

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Why the Student Marries     

Barton Wood 《The Educational forum》2013,77(2):217-220

Agent of Death. The Memoirs of an Executioner by Robert G. Elliott and Albert R. Beatty. Illustrated. E. P. Dutton and Co. 315 pp. $3.00.

A Goodly Fellowship by Mary Ellen Chase. The Macmillan Company. 305 pp. $2.50.

Democracy's Challenge to Education edited by Beulah Amidon. Illustrated. Farrar and Rinehart. 263 pp. $1.50.

Democracy Readers by Lois G. Nemec, Maybell G. Bush, Helen M. Brindl, Ruth M. Robinson, Edna Morgan, Allen Y. King, Ida Dennis. Edited by Prudence Cutright and W. W. Charters. The Macmillan Co.

Education for Democracy in Our Time by Jesse H. Newlon. McGraw-Hill. 242 pp. $3.00.

Educational Psychology by Charles H. Judd. Houghton Mifflin Co. 566 pp. $2.25.

In-Service Growth of Social Science Teachers. Tenth Yearbook, National Council for the Social Studies. 187 pp. $2.00 (paper). $2.30 (cloth). 1939.

Living with Others by John A. Kinneman and Robert S. Ellwood. Houghton Mifflin and Company. 531 pp. $1.72.

Poems of Today by Alice Cecilia Cooper. Ginn and Company. New England Edition. 412 pp.

Post-Primary Education in the Primary Schools of Scotland, 1872-1936 by Newman A. Wade. University of London Press, Ltd. 265 pp. 8 shillings 6 pence.

The College Charts Its Course by R. Freeman Butts. McGraw-Hill. 464 pp. $3.00.

The Development of Education in the Twentieth Century by Adolph E. Meyer. Prentice-Hall. 406 pp. $2.75.

The Future of the Social Studies: Proposals for an Experimental Social-Studies Curriculum, James A. Michener, Editor. The National Council for the Social Studies. 178 pp. $1.50 (paper). 1939.

Understanding American Business by Humphrey B. Neill and Howard M. Cool. The Macmillan Co. 448 pp. List price $1.92.

Visualizing the Curriculum by Charles F. Hoban, Charles F. Hoban, Jr., and Professor S. B. Zisman. The Cordon Company. 300 pp. $3.50.

Appointment with Death by Pamela Frankau. E. P. Dutton and Co. 334 pp. $2.50.

Dalesacres by Florence Ward. E. P. Dutton and Company. 308 pp. $2.50.

Family Album by Humphrey Pakington. W. W. Norton and Company. 340 pp. $2.50.

Encyclopedia of Knots and Fancy Rope Work by Raoul M. Graumont and John J. Hensel. Illustrated. The Cornell Maritime Press. 615 pp. $10.00.

Introduction to the Dance by John Martin. Illustrated. W. W. Norton Co. 363 pp. $3.50.

Once Over Lightly by Charles De Zemler. Illustrated. Published by the author. Rockefeller Center, New York City. 270 pp. $3.75.

Political Science in American Colleges and Universities 1636-1900 by Anna Haddow. The Century Political Science Series. Appleton-Century Co. 308 pp. $2.50

Science for the World Tomorrow by Gerald Wendt. Illustrated. W. W. Norton and Co. 316 pp. $2.75.  相似文献   

Autobiography in science education: Greater objectivity through local knowledge     

Angela Calabrese Barton  Darkside 《Research in Science Education》2000,30(1):23-42

In our paper we argue that (1) autobiography ought to be considered both the telling of one's story and the using of that story with others to understand and use difference productively, and (2) autobiography (as telling and interacting) dismantles the universalistic tug of science and replaces it with a push for science as local knowledge. To accomplish this dual task, we share selective autobiographical accounts of lives (autobiography as telling), and then use these accounts to have a conversation about urban science education (autobiography as interacting). Following these autobiographical accounts we then discuss how our different stories apart and together provide a greater objective insight into what it means to come-to-know science. When talking about their lives, people lie sometimes, forget a lot, exaggerate, become confused, and get things wrong. Yet, they are revealing truths. These truths don't reveal the past “as it actually was,” aspiring to a standard of objectivity. They give us instead the truths of our experiences. (Personal Narratives Group (PNG), 1989, p. 261)  相似文献   

Special Issue: Culture and science education in the 21st century Journal of research in science teaching     

Eileen R. Carlton Parsons  Angela Calabrese Barton 《科学教学研究杂志》2011,48(10):1233-1233

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Red shirt colour is associated with long-term team success in English football   总被引：1，自引：0，他引：1  

Attrill MJ  Gresty KA  Hill RA  Barton RA 《Journal of sports sciences》2008,26(6):577-582

The colour of sportswear has been shown to influence the outcome of bouts for several different combat sports. The generality of these effects, and whether they extend to collaborative forms of contests (team sports), is uncertain. Since 1947, English football teams wearing red shirts have been champions more often than expected on the basis of the proportion of clubs playing in red. To investigate whether this indicates an enhancement of long-term performance in red-wearing teams, we analysed the relative league positions of teams wearing different hues. Across all league divisions, red teams had the best home record, with significant differences in both percentage of maximum points achieved and mean position in the home league table. The effects were not due simply to a difference between teams playing in a colour and those playing in a predominantly white uniform, as the latter performed better than teams in yellow hues. No significant differences were found for performance in matches away from home, when teams commonly do not wear their "home" colours. A matched-pairs analysis of red and non-red wearing teams in eight English cities shows significantly better performance of red teams over a 55-year period. These effects on long-term success have consequences for colour selection in team sports, confirm that wearing red enhances performance in a variety of competitive contexts, and provide further impetus for studies of the mechanisms underlying these effects.  相似文献   

Initial Teacher Education in England and Wales: a survey of current practices and concerns     

Geoff Whitty  Elizabeth Barrett  Len Barton  John Furlong  Conor Galvin  Sheila Miles 《Cambridge Journal of Education》1992,22(3):293-306

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Do swans really eat fudgesicles? (the picture book and child drama)     

Robert Barton  David Booth 《Children‘s Literature in Education》1973,4(2-3):13-24

The city had never before and has never since witnessed such a celebration as that which greeted the adventurers on their return from the battle with Humbaba. A holiday was declared. All work ceased. Feasts were laid out everywhere, and the people went up and down the streets carrying standards and bright banners. The young and the old gathered in the family house and sat crosslegged while the two heroes told the story repeating it again and again and answering all the questions that were asked. Singers immediately made up long songs about the adventure; dancers acted it out; and scribes laboriously engraved it on stone, or pressed the words and letters into tablets of wet clay. Runners carried the clay tablets from city to city...Robert Barton and David Booth are respectively program consultant for the arts, Ministry of Education, Province of Ontario and drama consultant for the Borough of York in Metropolitan Tornoto. They are coauthors ofNobody in the Cast, a drama text for students;Film, a student handbook on the cinema and, soon to be publishedColours, an imaginative look at literature and language for 8–12 year olds.  相似文献   

The International Adult Literacy Survey: What Does It Really Measure?     

Hamilton  Mary  Barton  David 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(5):377-389

The paper evaluates the work of the International Adult Literacy Survey as reported in OECD 1997. It assesses its contribution to understanding literacy in terms of the perspective of the New Literacy Studies. It outlines this perspective as a basis for a critique that is mostly concerned with the validity of the test. Three criticisms of the survey are made: that it provides only a partial picture of literacy; that culture is treated as bias; and that the test items do not represent the real-life items as claimed. Finally, the paper concludes with an overall evaluation of what the IALS achieves in terms of its own aims.  相似文献   

Blogging pragmatics and pedagogy: An adventure in faculty development     

Crystal M. Ramsay  Destiny D. Aman  Barton K. Pursel 《Education and Information Technologies》2014,19(2):425-440

As university faculty are increasingly called upon to ‘do more with less,’ particularly to teach more students with fewer resources, technology can provide viable solutions to pedagogical dilemmas. Faculty developers are frequently tasked with introducing faculty to or coaching them in the use of technological solutions. With respect to blogs, the typical show-and-tell approach to technology awareness that our faculty development center uses seemed inadequate, given the complexity of blog design, implementation, and maintenance. Instead, we found the best way to instruct university faculty in the use of blogs is to give them an opportunity to participate in a blogging community as part of a Course in College Teaching (CCT). We experimented with two different approaches in two different sections of our CCT. This paper reports on the current blogging culture in higher education, describes our specific context for utilizing blogs, shares implementation decisions and learning affordances, and forwards a set of ‘lessons learned.’  相似文献   

The overarm-throwing pattern among U-14 ASA female softball players: a comparative study of gender, culture, and experience     

Petranek LJ  Barton GV 《Research quarterly for exercise and sport》2011,82(2):220-228

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