Narrative,Ethics, Science,Mathematics, and Diversity     

Ian Winchester 《Interchange》2008,39(4):389-390

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A further contribution to the modelling of multi-waveform generators     

B.Z. Kaplan  K. Radparvar 《Journal of The Franklin Institute》1983,316(4):353-360

A method has been presented in recent papers for deriving precisely stabilized waveform generators by relating them to second-order conservative oscillators. The present paper suggests a method for considerably generalizing the previous class ofgenerator models. This should enable the development of a larger variety of waveform generators with ease and flexibility. The new method is analyzed and is shown to possess implications to theoretical biology and other fields.  相似文献   

CONVERSING ABOUT CHARACTER: NEW FOUNDATIONS FOR GENERAL EDUCATION     

Andrew Kaplan 《Educational theory》1995,45(3):359-378

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Children in care or in need: educational progress at home and in care     

Ian Sinclair  Nikki Luke  David Berridge 《牛津教育评论》2019,45(4):443-460

ABSTRACT

By age 16 the attainment of most children in or on the edge of out of home care has fallen well behind the average for their age. This paper uses the English National Pupil Database to examine how much of this falling behind occurs before the age of seven, and how any subsequent decline relates to time in care as against time outside it. We compare the previous progress of three groups of 16-year-olds: 5175 looked after by the state (CLA), 17,392 in need but not in care (CIN), and 22,567 children matched with the CLA or CIN on initial attainment, special educational needs, and eligibility for free school meals. We found that the attainment of the CIN and those CLA not yet in care was around one standard deviation below the cohort average at age seven. It then fell relative to their peers while their rate of unauthorised absences and exclusions grew. Removal from home to care appeared to halt or greatly reduce this decline but did not, on average, reverse it. We conclude that educational interventions for CLA should also include CIN, start before seven, target both school and family, and exploit the educational opportunity which care provides.  相似文献   

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being     

Stephen R. Earl  Ian M. Taylor  Carla Meijen  Louis Passfield 《Psychology in the schools》2019,56(6):1004-1022

Drawing on self‐determination theory, a person‐centered methodology was adopted to identify distinct pupil profiles based on their psychological need satisfaction. A sample of 586 pupils (387 male, 199 female; mean age = 12.6, range 11–15 years old) from three secondary schools reported their psychological need satisfaction, and well‐ and ill‐being, with teachers rating pupil achievement. Hierarchical cluster analysis revealed five distinct profiles. Four profiles indicated synergy existed between the three needs, showing similar in‐group levels of satisfaction across the needs but in varying amounts. Univariate and multivariate analyses, controlling for school and taught subject, revealed the satisfied group displayed the highest classroom performance (F_4,540 = 7.03; p < 0.001; η_p² = 0.05), well‐being (F_8,1,136 = 45.63; p < 0.001; Wilk's Λ = 0.57; η_p² = 0.24) and lowest ill‐being (F_8,1,134 = 23.39; p < 0.001; Wilk's Λ = 0.74, η_p² = 0.14), whereas the dissatisfied group displayed the most adverse outcomes. The findings illustrate that the three psychological needs may operate interdependently and should be considered in combination rather than in isolation. The research offers practical insights into why pupils may function differently in classrooms and could inform targeted initiatives towards pupils with psychological need satisfaction deficits.  相似文献   

Text as design, writers as designers   总被引：1，自引：0，他引：1  

Ian Maun  Debra Myhill 《English in Education》2005,39(2):5-21

Acknowledging the changing nature of writing in the 21st century, particularly the increasing significance of visual characteristics in written texts, this paper explores the implications of multimodality for the pedagogy of writing. It considers the potential disjunction between children's life experiences of written texts and the demands of the writing curriculum, particularly in the secondary phase, and whilst arguing for greater recognition of the role of the visual, the paper also notes the importance of ensuring all children also have access to powerful verbal texts. Drawing on two separate research studies, the paper demonstrates how visual characteristics of written texts influence readers' responses to texts, but also how writers are aware of some of the choices they make in shaping verbal texts. The paper argues for a reconceptualisation of the writing process as a design process, and for a pedagogy of writing which encourages, supports and enables writers to become confident and effective designers of texts.  相似文献   

THE LECTURER'S LOT: MYTH AND REALITY     

Ian F. Rolls 《Assessment & Evaluation in Higher Education》1985,10(1):53-62

A number of reports of the use of time analysis systems as a basis of self‐evaluation is available. This article provides data collected over a year by a head of department performing a lecturer's role. While of value as a means of self evaluation, the data raises some major issues in terms of the management of departments in general and of those in the public sector of higher eduction in England and Wales in particular. The implications in relation to presumed conditions of service and to the elaboration of the role of the lecturer with the growth in demands for accountability and participation in decision‐making are examined.  相似文献   

Problem Solving in a Middle School Robotics Design Classroom     

Stephen J. Norton  Campbell J. McRobbie  Ian S. Ginns 《Research in Science Education》2007,37(3):261-277

Little research has been conducted on how students work when they are required to plan, build and evaluate artefacts in technology rich learning environments such as those supported by tools including flow charts, Labview programming and Lego construction. In this study, activity theory was used as an analytic tool to examine the social construction of meaning. There was a focus on the effect of teachers’ goals and the rules they enacted upon student use of the flow chart planning tool, and the tools of the programming language Labview and Lego construction. It was found that the articulation of a teacher’s goals via rules and divisions of labour helped to form distinct communities of learning and influenced the development of different problem solving strategies. The use of the planning tool flow charting was associated with continuity of approach, integration of problem solutions including appreciation of the nexus between construction and programming, and greater educational transformation. Students who flow charted defined problems in a more holistic way and demonstrated more methodical, insightful and integrated approaches to their use of tools. The findings have implications for teaching in design dominated learning environments.  相似文献   

Humanizing paediatric care     

Ian C. Lewis M.D.  F.R.C.P.  F.R.A.C.P.  D.P.H.  D.C.H. 《Child abuse & neglect》1983,7(4):413-419

This paper deals with the development of a paediatric team approach to the care of children in the 70 bed paediatric unit in the Royal Hobart Hospital in Tasmania, Australia, and describes the measures used to help children and their parents adapt to life in hospital with a limited budget. The staff includes paediatricians and pediatric surgeon, resident staff, nurses, teachers, social worker, physiotherapist and pharmacist. There are no visiting hours but the wards are open to parents and relatives at any time. Parents are encouraged to stay in hospital and their accommodation is either in flats at the end of wards or in single or double bed wards using foldup beds. Each young child has a personal details form completed and placed on the end of the cot allowing a nurse to discover likes, dislikes, methods of feeding and sleeping, etc. Parents are asked to complete questionnaires at the time of the child's discharge, asking for their assessment of the standards of care their child received. Playleaders are rostered for evenings and weekends and they work with, and direct Red Cross volunteer ladies. Two full-time teachers cooperate with the child's school in maintaining the child's educational progress. Volunteer visitors entertain children whose relatives are unable to visit or stay in hospital. The methods used to raise the standards of paediatric nursing are also described. Community groups, particularly kindergarten and primary school children, are encouraged to visit the paediatric unit and each group is usually given a brief health education talk by a member of staff.  相似文献   

Editorial     

Ian Stronach  Barry Cooper  Pat Sikes  Harry Torrance 《British Educational Research Journal》2007,33(6):813-817

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