Teachers, Language Study and Linguistics: A Contrast in Strategies     

David Westgate 《English in Education》1987,21(3):58-62

  相似文献   

RESEARCH SECTION: Examining the nature and perceived causes of indiscipline in Zimbabwean secondary schools     

Lawrence K. Ametepee  Morgan Chitiyo  Susan Abu 《British Journal of Special Education》2009,36(3):155-161

The problem of student indiscipline is an issue of concern for teachers and parents around the world. Teachers need to maintain student discipline and for them to do so it is important that they also understand the nature of discipline problems. This study, by Lawrence Kofi Ametepee, who is studying for a PhD in special education, Morgan Chitiyo, board certified behaviour analyst and Assistant Professor of Special Education, both at Southern Illinois University, Carbondale, USA, and Susan Abu, who is currently a graduate student in the Department of Women's Studies at Texas Women's University, was designed to examine the nature and perceived causes of student indiscipline in Zimbabwean secondary schools. The authors anticipate that such an examination will promote teachers’, parents’ and policy makers’ understanding of student indiscipline, which will, in turn, enhance disciplinary policies and practices, making schools safer for all students and more effective in their role as educational and socialising agents.  相似文献   

Book reviews     

Lawrence Hughes  Estelle Jobson 《Publishing Research Quarterly》2003,19(3):69-72

  相似文献   

Metaphor and Totem: Exploring and evaluating prior experiential learning   总被引：3，自引：3，他引：0  

David Starr-Glass 《Assessment & Evaluation in Higher Education》2002,27(3):221-231

The evaluation and recognition of prior experiential learning is now well established. A significant issue in such evaluations has been the centrality of the learner and his/her empowerment in the educational process. However, most models of evaluation require equivalency between the unique experiences of the subject and existing course analogues. In these models evaluation is based on metaphor, on finding varying degrees of similarity between the experience being assessed and currently existing academic structures. The present paper calls for a richer perspective to be taken in assessing prior experiential learning with particular interest being seen in the notion of totemism as characterised by anthropologist Claude Levi-Strauss. A replacement of metaphor by totemism may restore power, ownership and centrality of the experience to the candidate for assessment, while allowing evaluators an opportunity to engage in a novel but authentic articulation of the underlying academic equivalency of the experience.  相似文献   

On Shifting Ground: the post‐paradigm identity of US comparative education, 1979‐88 [1]     

Heidi Ross  Cho‐Yee To  William Cave  David E. Bair 《Compare》1992,22(2):113-131

  相似文献   

Introduction     

David L. Elliott 《Publishing Research Quarterly》1992,8(4):3-5

  相似文献   

Strategies for cultural heritage information standards in a networked world     

David Bearman 《Archives and Museum Informatics》1994,8(2):93-106

  相似文献   

Interlibrary loan and commercial document supply: Finding the right fit     

Wayne Pedersen  David Gregory 《The Journal of Academic Librarianship》1994,20(5-6)

This study examined the cost and performance of six commercial document suppliers accessible via OCLC, and comapared their service to that of traditional interlibrary loan (ILL). Results indicated that, while commercial firms cannot be recommended as a wholesale replacement for ILL, they can add much-needed flexibility to a library's overall plan for document delivery.  相似文献   

Developing a general practice library: a collaborative project between a GP and librarian     

David Pearson  Hannah Rossall 《Health information and libraries journal》2001,18(4):192-202

The authors report on a self‐completed questionnaire study from a North Yorkshire based general practice regarding the information needs of its clinicians. The work was carried out with a particular focus on the practice library, and the findings identified that a new approach to maintaining and developing the library was needed. The literature regarding the information needs of primary care clinicians and the role of practice libraries is considered, and compared to those of the clinicians at the practice. Discussion follows on how a collaborative project was set up between the practice and a librarian based at the local NHS Trust library in order to improve the existing practice library. Difficulties encountered and issues unique to the project are explored, including training implications presented by the implementation of electronic resources. Marketing activities implemented are discussed, how the library will operate in its new capacity, and how ongoing support and maintenance of the library will be carried out. It is concluded that although scepticism still exists regarding librarian involvement in practice libraries, collaboration between clinicians and librarians is an effective approach to the successful development and maintenance of a practice library, and recommendations are therefore made for similar collaborative work.  相似文献   

Collaborative Research: Policy and the Management of Knowledge Creation in UK Universities     

David Smith 《Higher Education Quarterly》2001,55(2):131-157

Collaboration in research activity is now the rule not the exception. It is encouraged by government, funding bodies and research councils. However, the concept of collaboration is difficult to define. It occurs at many different levels, driven by a complex research system-policy dynamic. Three different models of collaboration – inter-personal, team and corporate – are identified, each with their own rationale, structure, benefits and costs. The paper examines the institutional implications of these models. It argues that institutions and individual researchers conceptualise and operationalise research collaboration in different ways. Although vital to institutional mission, collaborative research is rarely mapped by senior managers with any precision. In general, institutional approaches to the management of collaborative research lag behind the policy rhetoric. The paper concludes with an overview of the key dilemmas for institutional strategists and policy makers posed by the shift towards more collaborative approaches to research.  相似文献