Re-ordering Society: Re-forming Education     

Ruth Jonathan 《Journal of Philosophy of Education》1997,31(1):13-29

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Antebellum Slave Narratives as Social History: Self and Community in the Struggle Against Slavery     

Ruth A. Banes 《Journal of American culture (Malden, Mass. : 2003)》1982,5(2):62-70

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POLITICS: Politics Page UK     

Ruth Germain 《British Journal of Special Education》2009,36(3):175-176

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POLITICS: Politics Page UK     

Ruth Germain 《British Journal of Special Education》2009,36(4):223-224

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Nutritious lunches kids love     

Ruth Farley Staben 《Early Childhood Education Journal》1980,7(4):39-43

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Ideas of higher learning,east and west: Conflicting values in the development of the Chinese University     

Ruth Hayhoe 《Minerva》1994,32(4):361-382

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The idea of a normal university in the 21st century   总被引：1，自引：0，他引：1  

Hayhoe  Ruth  Li  Jun 《Frontiers of Education in China》2010,5(1):74-103

The establishment of normal colleges and universities is an important component of building a modern country, which possesses different value ethos with the universities. The emergence of the école Normale Supérieure in Paris and the local normal schools has set a new model for teacher education around the world and promoted values and knowledge patterns promoted by them quite distinctive from those of the traditional European university. In order to improve the quality of teacher education, the models of teacher education in the U.S., Japan, U.K., etc., are being continually innovated. China has created the teacher education model different with the U.S., Japan, U.K. and France, which is a contribution to the development of international teacher education.  相似文献   

Peer education in the commons: a new approach to reference services     

Neal RE  Ajamie LF  Harmon KD  Kellerby CD  Schweikhard AJ 《Medical reference services quarterly》2010,29(4):405-413

In planning for a new library construction project for the University of Oklahoma-Tulsa, graduate students enrolled in the University of Oklahoma (OU) School of Library and Information Studies collaborated in an innovative effort to develop a commons-based reference service. By first considering a philosophical approach to the need for a commons, blending in the experiences of other libraries that have created similar spaces, and focusing on the workflow issues likely to be encountered by the graduate assistants staffing the commons itself, this planning team developed an uncommon peer-to-peer approach to reference and education services, one focused on the patron as student.  相似文献   

Traveller culture and lifestyle as factors influencing children's integration into mainstream secondary schools in West Belfast     

Margaret Reynolds  Dermot McCartan  Damian Knipe 《International Journal of Inclusive Education》2013,17(4):403-414

In 1997, the Department of Education for Northern Ireland made the decision to mainstream Traveller children into secondary schools including those in West Belfast. Before then, Traveller children over 11 years of age remained in a dedicated school for all Traveller children of school age living within the catchment area of West Belfast. This paper presents the findings of a small‐scale research project that examined the experiences of Traveller children attending two West Belfast secondary schools which have integrated Traveller children into mainstream education since 1997. It also discusses ramifications of mainstreaming for Traveller parents in West Belfast. The project focused particularly on the following: the attitudes of Traveller children to mainstreaming and inclusion at secondary level; the possibilities mainstreaming offers for furthering the inclusion of Travellers into the community at large; and the perceptions of Traveller parents in West Belfast to mainstreaming in secondary schools.  相似文献   

Professional dialogues: exploring an alternative means of assessing the professional learning of experienced HE academics     

Ruth Pilkington 《International Journal for Academic Development》2013,18(3):251-263

Courses are widely used to provide professional qualifications for higher education (HE) practitioners. However, the question of how experienced academics might gain recognition as professional educators without completing a course is not well explored. This paper introduces the use of professional dialogue for this purpose, describing an approach being applied within four UK universities. The paper discusses the value of the professional dialogue, drawing on assessors’ and participants’ voices to provide empirical evidence. Findings from the study suggest that ‘assessed dialogues’ provide a more authentic route to professional recognition for experienced HE academics, effectively synthesising professional development, the individual and organisational learning.  相似文献