Harry Tomlinson: a life in leadership, 1939–2005     

Helen M. Gunter 《School Leadership & Management》2013,33(4):311-315

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Accountability,control and freedom in teacher education in England: Towards a panoptican     

Ivan Reid 《International Studies in Sociology of Education》2013,23(3):213-226

This article presents a socio-historical analysis of teacher education in Britain, tracing the changing agents and nature of control of, and consequent levels of freedom in, the enterprise from its inception to the present day. It illustrates the evolution from church, through university to state control and the limited role of the teaching and teacher education professions in each. In doing so it identifies teacher education as a disputed territory of conflicting tendencies, which currently faces unprecedented and draconian central government control and identifies the major factors related to change. It further traces how in the period since the second world war the main source of control has shifted from institution to state, and the main object of control from the student, to teacher educators, to the content and nature of teacher preparation, to the present where all these are centrally controlled, in a fashion not only foreign to British education history but also its culture.  相似文献   

Letter From Bijlmermeer,The Netherlands     

Helen  Harold Friedman 《Equity & Excellence in Education》2013,46(1-4):125-127

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Who's Afraid of the Big Bad Box? Children and TV Advertising in four Countries     

Jude Collins  Elise Seip T⊘nnessen  Ann Marie Barry  Helen Yeates 《Educational Media International》2013,50(4):254-260

Abstract

To what extent are children influenced by television and, in particular, by advertising? The study discussed in this article was conducted in four countries with, in some cases, surprising results. Parents think that television influences their children, but children too have views on how adults are affected.  相似文献   

My Search for Heaven is Ended     

Helen Benson 《The Educational forum》2013,77(1)

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The Peer Approach to Adult Learning     

Helen M. Schneider 《Equity & Excellence in Education》2013,46(3):63-66

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‘Testing,testing, testing… can you hear me?’     

Christine Doddington  Eve Bearne  Helen Demetriou  Julia Flutter 《Education 3-13》2013,41(3):43-46

This article draws on material that formed part of a project entitled ‘Sustaining Pupils’ Progress at Year 3'¹. One area that emerged as significant early in the project was the practice and the place of assessment. The project found a high increase in testing and other forms of assessment during Year 3 designed in part to facilitate progress. This article poses the question of whether we can learn from hearing what pupils have to say about their experience of assessment and concludes that, given the language with which to discuss and understand the processes they experience, children's views can indeed be of value as schools focus on ways to sustain learning  相似文献   

Flamingos     

Helen G. Jefferson 《The Educational forum》2013,77(3)

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Improved Processing Speed: Online Computer-based Cognitive Training in Older Adults     

Tamara Simpson  David Camfield  Andrew Pipingas  Helen Macpherson 《Educational gerontology》2013,39(7):445-458

In an increasingly aging population, a number of adults are concerned about declines in their cognitive abilities. Online computer-based cognitive training programs have been proposed as an accessible means by which the elderly may improve their cognitive abilities; yet, more research is needed in order to assess the efficacy of these programs. In the current study, a commercially available 21-day online computer-based cognitive training intervention was administered to 34 individuals aged between 53 and 75 years. The intervention consisted of computerized training in reaction time, inspection time, short-term memory for words, executive function, visual spatial acuity, arithmetic, visual spatial memory, visual scanning/discrimination, and n-back working memory. An active solitaire control group was also included. Participants were tested at baseline, posttraining and at three-weeks follow-up using a battery of neuropsychological outcome measures. These consisted of simple reaction time, complex reaction time, digit forwards and backwards, spatial working memory, digit symbol substitution, RAVLT, and trail making. Significant improvement in simple reaction time and choice reaction time task was found in the cognitive training group both posttraining and at three-weeks follow-up. However, no significant improvements on the other cognitive tasks were found. The training program was found to be successful in achieving transfer of trained cognitive abilities in speed of processing to similar untrained tasks.  相似文献   

On the Edge of Mathematics and Biology Integration: Improving Quantitative Skills in Undergraduate Biology Education     

Jason Feser  Helen Vasaly  Jose Herrera 《CBE life sciences education》2013,12(2):124-128

The feature describes two major efforts to integrate mathematics and biology. A call is made to biologists to consider the need to address biology undergraduate education changes and to use the resources described.  相似文献