“I’m Just Playing iPad”: Comparing Prekindergarteners’ and Preservice Teachers’ Social Interactions While Using Tablets for Learning     

Holly Carrell Moore  Jennifer Keys Adair 《Journal of Early Childhood Teacher Education》2013,34(4):362-378

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HPT trends,tactics, and tools     

Holly Burkett 《Performance Improvement》2008,47(8):2-2

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The commonwealth guide to advancing development through sport     

Holly Collison 《Sport in Society》2018,21(9):1493-1494

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Collaborating for student success: An e-mail survey of U.S. libraries and writing centers     

Holly A. Jackson 《The Journal of Academic Librarianship》2017,43(4):281-296

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STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School     

Quigley  Cassie F.  Herro  Dani  King  Elizabeth  Plank  Holly 《Journal of Science Education and Technology》2020,29(4):499-518

Journal of Science Education and Technology - Educators are now moving classroom instructional objectives away from what content do we need to know towards how can we support learners in the...  相似文献   

Reflective Writing and the Spirit of Inquiry     

Mary Louise Holly 《Cambridge Journal of Education》1989,19(1):71-80

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"My Ladies Aren't Interested in Learning": Managers, Supervisors and the Social Context of Learning     

Anne Munro  Lesley Holly  Helen Rainbird 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,10(2):515-528

This paper is based on a research project which examines the opportunities for and barriers to workplace learning amongst low-grade staff in the UK public sector. It examines the key role of managers and supervisors, who make many of the decisions about individuals' access to learning opportunities. Their perception of staff's willingness and need to learn is influenced by factors such as age, gender or the likelihood of career development. It is these managers who control the immediate work environment and the flow of information about learning opportunities. Innovative examples of workplace learning are described, yet the paper concludes that the reality for many low grade manual and routine clerical staff continues to be one of limited opportunities for workplace learning.  相似文献   

Post-school transitions in Ireland: a case study of Russian-speaking students     

Daniel Faas  Merike Darmody  Holly Foley 《比较教育学》2019,55(3):326-346

ABSTRACT

This article examines the post-school pathways of Russian-speaking students in Ireland after completing secondary education; the importance of personal and institutional factors in shaping their transition process, and the role of parents and schools in achieving the post-school goals. The article draws on the qualitative exploratory study of 14 Russian-speaking migrant-origin students, to see how this group progresses beyond secondary schooling in the Irish education system. The study found that all participants had high educational aspirations. Most students achieved their desired first-choice post-school pathway, despite coming from a different linguistic and cultural background. The article points to a range of factors, which affect the post-school transition of migrant young people. The findings are discussed in light of Ireland’s liberal welfare state model with neo-liberal tendencies where those in positions of power can buy into the advantages of the more neo-liberal side of the regime.  相似文献   

Social Pragmatics: Preschoolers Rely on Commonsense Psychology to Resolve Referential Underspecification     

Julian Jara-Ettinger  Sammy Floyd  Holly Huey  Joshua B. Tenenbaum  Laura E. Schulz 《Child development》2020,91(4):1135-1149

Four experiments show that 4- and 5-year-olds (total N = 112) can identify the referent of underdetermined utterances through their Naïve Utility Calculus—an intuitive theory of people’s behavior structured around an assumption that agents maximize utilities. In Experiments 1–2, a puppet asked for help without specifying to whom she was talking (“Can you help me?”). In Experiments 3–4, a puppet asked the child to pass an object without specifying what she wanted (“Can you pass me that one?”). Children’s responses suggest that they considered cost trade-offs between the members in the interaction. These findings add to a body of work showing that reference resolution is informed by commonsense psychology from early in childhood.  相似文献   

Practices and pitfalls: A practitioner's journey into level 3 evaluation     

Tom Riley  Holly Davani  Pat Chason  Ken Findley 《Performance Improvement》2002,41(5):14-22

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