Anything for Billy: A Fiction Stranger than Truth     

Diana Hester Cox 《Journal of American culture (Malden, Mass. : 2003)》1991,14(2):75-82

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Fiction for Young Readers     

Philip Marshall 《Literacy》1989,23(2):116-123

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Provision for Children with Speech and Language Difficulties in Tanzania     

Julie Marshall 《International Journal of Disability, Development & Education》1997,44(4):341-365

Knowledge about paediatric speech and language difficulties, training for and contact with children with such problems and views on service developments were explored using a written questionnaire, completed by 84 Tanzanian health and education professionals. Additionally, two sets of interviews were carried out, one with a subset of questionnaire respondents and another with a group of 14 health/education planners and administrators. Results showed that whilst only 41 % of respondents had received training about speech and language difficulties, 68% considered themselves to be responsible for assisting children with such problems. Levels of knowledge were significantly higher in the special education group, but were not significantly related to training, exposure to speech and language therapists, or professional responsibility. However, knowledge levels were significantly related to daily contact with children with speech and language difficulties. No evidence of research or planning for children with such difficulties was discovered. Views on service provision favoured educational over health‐based provision. Qualitative information on attitudes and beliefs about speech and language difficulties did not contradict previous data on disabilities. The implications for Tanzania and other similar countries are discussed. Improvements to the questionnaire are discussed. More data are needed in order to facilitate appropriate service development.  相似文献   

EDUCATION AND THE POSTMODERN WORLD: RETHINKING SOME EDUCATIONAL STORIES     

James D. Marshall 《Educational theory》2000,50(1):117-126

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From Walt to Woodstock: How Disney Created the Counterculture     

Marshall W. Fishwick 《Journal of American culture (Malden, Mass. : 2003)》2005,28(1):137-138

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Women in interdisciplinary science: Exploring preferences and consequences     

Diana Rhoten  Stephanie Pfirman 《Research Policy》2007,36(1):56-75

For at least a decade, U.S. funding agencies and university campuses have promoted the expansion of interdisciplinary research. At the same time, federal and local programs have sought to increase the participation of women and minorities in science, mathematics, and engineering. Research has focused on each of these trends independently, but very few studies have considered their interaction by asking how intellectual preferences for and professional consequences of interdisciplinary science might be influenced by gender, race, and/or ethnicity. Focused specifically on gender, this paper considers the expectation that women will be more drawn to interdisciplinary research, and explores the learning styles, work preferences, and career behaviors that might anticipate and/or explicate gender differences in interdisciplinary science. Principal mechanisms by which researchers engage in interdisciplinarity - cross-fertilization, team-collaboration, field-creation, and problem-orientation - are tested for evidence of gendering using preliminary empirical data from three studies. The results of this exploratory analysis offer clues about possible tendencies and raise questions about the potential costs and benefits for those who adopt them.  相似文献   

Theory of problem solving: by Ranan B. Banerji. 189 pages,diagrams, 6×9 in. New York,American Elsevier, 1969. Price, $14.50.     

Marshall C.Y. Kuo 《Journal of The Franklin Institute》1971

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Erratum to “Youth self-report of physical and sexual abuse: A latent class analysis” [Child Abuse & Neglect 34 (2010) 146-154]     

Kate B. NoonerAlan J. Litrownik  Richard ThompsonBenyamin Margolis  Diana J. EnglishElizabeth D. Knight  Mark D. EversonScott Roesch 《Child abuse & neglect》2011,35(2):155

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Creating a knowledge-based economy in the United Arab Emirates: realising the unfulfilled potential of women in the science,technology and engineering fields   总被引：2，自引：2，他引：0  

Noor Ghazal Aswad  Georgeta Vidican  Diana Samulewicz 《European Journal of Engineering Education》2011,36(6):559-570

As the United Arab Emirates (UAE) moves towards a knowledge-based economy, maximising the participation of the national workforce, especially women, in the transformation process is crucial. Using survey methods and semi-structured interviews, this paper examines the factors that influence women's decisions regarding their degree programme and their attitudes towards science, technology and engineering (STE). The findings point to the importance of adapting mainstream policies to the local context and the need to better understand the effect of culture and society on the individual and the economy. There is a need to increase interest in STE by raising awareness of what the fields entail, potential careers and their suitability with existing cultural beliefs. Also suggested is the need to overcome negative stereotypes of engineering, implement initiatives for further family involvement at the higher education level, as well as the need to ensure a greater availability of STE university programmes across the UAE.  相似文献   

Early career challenges in secondary school music teaching     

G. Welch  R. Purves  D. Hargreaves  N. Marshall 《British Educational Research Journal》2011,37(2):285-315

The article reports an Economic and Social Research Council‐funded study of the early career experiences of secondary school music teachers in England, set within a wider national picture of decreasing age‐related pupil engagement with school music, career perceptions of music teaching, variable patterns of teacher recruitment and possible mismatches between the musical biographies of young people and intending music teachers. Qualitative and quantitative data were collected from a short‐term longitudinal survey (first questionnaire: n = 74, second questionnaire: n = 29), supplemented by case studies (n = 6) and open‐ended, written questions (n = 20). Analyses suggest that only a half of the newly qualified participants chose to teach full‐time in a mainstream, state‐funded school music classroom. Of these, the majority were faced with a range of early career challenges stemming from curricular, extra‐curricular and non‐curricular school expectations. These included the need to balance their existing musical performer identity with that of being a new teacher.  相似文献