The president's column     

Judy Springer 《Performance Improvement》1978,17(1):1-1

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九个好习惯,练就职场达人     

Judy Zhang 《英语沙龙》2013,(3)

既然三月有一个属于女性的节日,那么就让我们一起来关注这个话题.美国一项研究调查发现,如果一位女性拥有某些重要特质,无疑将有助于其获得更多晋级和提升的机会,这些特质包括了自信,坦率,实力,竞争力,是否能够清晰、大胆地表达自己的需求,甚至有些阳刚之气的女性都更易获得职场成功! 如果你想深入发掘职场潜能,拓展成功机会,就要主动出击.  相似文献   

Working in partnership to deliver an innovative pre-registration nursing programme     

Thomas J  Arrowsmith V 《Health information and libraries journal》2002,19(3):161-163

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A gallimaufry of evidence     

Jean Shaw  Jelka Petrak  Judy Palmer 《Health information and libraries journal》1998,15(1):69-72

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Support for Students with Hidden Disabilities in Universities: A Case Study     

Donna Couzens  Shiralee Poed  Mika Kataoka  Alicia Brandon  Judy Hartley  Deb Keen 《International Journal of Disability, Development & Education》2015,62(1):24-41

More students with disabilities are accessing the tertiary sector with many disabilities not easily observed (or hidden), because there are no physical indicators. These “hidden” disabilities affect a variety of cognitive processes and may be developmental or acquired. To ensure students with hidden disabilities can enrol, engage in and benefit from tertiary education, universities generally provide a range of supports. Typically these supports and any reasonable adjustments are negotiated with students taking into account a number of factors including, where available, any supporting documentation that they might be able to provide. This case study reports efforts within one large Australian university to support higher education students with hidden disabilities on campus. Perceptions on the use of and barriers to support available were collected from seven undergraduate students who self-identified as having hidden disabilities and from eight support staff. Results indicated that students found their informal networks to be their most effective supports, closely followed by clear, caring and flexible lecturers and tutors. There were mixed positive and negative perceptions reported on the universal and disability-specific supports available. Implications and future research directions are discussed.  相似文献   

Erratum to: Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses     

Paul Andrews  Judy Sayers 《Early Childhood Education Journal》2015,43(4):269-269

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Exemplifying a Continuum of Collaborative Engagement: Raising Literacy Achievement of At-Risk Students in New Zealand     

Judy M. Parr  Helen S. Timperley 《Journal of Education for Students Placed at Risk》2015,20(1-2):29-41

This article reports different ways researchers work with stakeholders in national projects targeted at raising achievement of students. Specifically, New Zealand has a persistent high performance–low equity profile in international tests, with indigenous Māori students and immigrants from the Pacific Islands most at risk of underachievement and of leaving school without qualifications. Policy has aimed to address this issue largely through provision of high-quality professional development to enhance effectiveness of practice. The notion of a continuum of collaboration is proposed; examples are presented that are positioned at different points in terms of the ideal of coconstructed, evidence-based judgments and decisions. The examples represent models or ways of working and the analysis captures both the varied nature of the interface that researchers have with policy makers, ministry officials, deliverers of professional development, and schools, and the affordances and tensions that accompany each model. Student achievement outcomes are identified.  相似文献   

An Australian Proposal for Doing Critical Literacy Assessment: The Case of Writing     

Claire Wyatt-Smith  Judy Murphy 《English in Education》2002,36(3):4-19

In this article we present current thinking and practices in Queens land, Australia, about how to do critical literacy assessment in the English classroom. In taking this focus, we propose and discuss a framework that brings together interest in text analysis and social practices. Then, we apply the framework showing how it can be used to generate writing tasks and assessment criteria that are consistent with critical pedagogy. Finally, the challenges of moving to a socially critical, discourse‐oriented approach to assessment are considered.  相似文献   

Evidence‐Based Interventions for Depressed Mothers and Their Young Children          下载免费PDF全文

Sherryl H. Goodman  Judy Garber 《Child development》2017,88(2):368-377

Depression in mothers is a significant risk factor for the development of maladjustment in children. This article focuses on modifiable risk processes linking depression in mothers and adaptation in their young children (i.e., infancy through preschool age). First, the authors present evidence of the efficacy of interventions for reducing the primary source of risk: maternal depression. Second, they describe a central mechanism—parenting behaviors—underlying the relation between maternal depression and children's adjustment. Third, the authors recommend two different integrated interventions that successfully treat mothers’ depression and enhance parenting skills with infants and young children. Finally, the authors note the possible need for supplementary interventions to address severity and comorbidity of mothers’ depression, barriers to engaging in treatment, and the sustainability of program benefits.  相似文献   

Stanley Cavell and the Education of Grownups          下载免费PDF全文

David Macarthur 《Educational theory》2017,67(2):215-224

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