"Which subjects can be taught in mixed ability classes?"‐‐teachers’ views     

Ken Hayes 《Cambridge Journal of Education》1976,6(1-2):32-38

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Innovations and Practice     

Ken Williamson 《Asia-Pacific Journal of Teacher Education》1977,5(2):142-143

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Behaviours of Concern to Teachers in the Early Years of School     

Jennifer Stephenson  Ken Linfoot  Andrew Martin 《International Journal of Disability, Development & Education》2000,47(3):225-235

Teachers of students aged from five to eight years at 21 primary schools in western Sydney were surveyed about child behaviour that concerned them and their needs for support in dealing with such behaviour. Although most teachers were confident of their ability to manage classroom behaviour, teachers reported a need for support in dealing with distractibility and concern about aggressive behaviours. Less confident teachers expressed higher levels of concern about aggression, distractibility, and disobedience and wanted more support for dealing with distractibility and disobedience. No relationships were found between teacher concerns or support needs and teacher experience, class level or size, Local Government Area income grouping, and whether or not the school received additional funding for disadvantaged schools.  相似文献   

Gallery of the Future: New Directions in Arts Education     

Ken Baynes 《The International Journal of Art & Design Education》2000,19(1):37-43

The arts at the end of the 20th Century are dynamic: they are playing an increasingly important role in the life of individuals and the structuring of society. But they are also changing dramatically. It is my argument that arts education will need to change practice to match. The aim here is to discuss some of the key changes and values that will require a response from schools. Where do we look for evidence of these changes? Can we say what they are? I believe that we can. There are specific themes or directions now current in the arts which are likely to continue into the future. In the main they stem from the dynamism created by the interaction between art, technology and social change.  相似文献   

How honeybees find a place: Lessons from a simple mind     

Ken Cheng 《Learning & behavior》2000,28(1):1-15

Foraging honeybees find their way from their hive to their food in a stereotypical manner using up to four place-finding servomechanisms in sequence: (1) They first fly a vector (straight-line distance and direction) from their home to the vicinity of the target. Direction is determined by the sun compass and by distant landmarks, while distance is estimated by visual flow. (2) They then beacon in on a landmark near the target location. (3) En route toward the landmark, they may adopt a sensorimotor trajectory that takes them toward the target. (4) Near the expected target location, they attempt image matching, which involves trying to put surrounding landmarks at the correct positions on their eyes. In doing image matching, they fly facing a stereotypical direction, a strategy that makes it unnecessary to translate retinal coordinates into another coordinate system.  相似文献   

The scientific life of Warren McCulloch: from autobiography to biography     

Ken Aizawa 《Metascience》2018,27(2):251-253

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ADHD,parent perspectives and parent–teacher relationships: grounds for conflict          下载免费PDF全文

Ruth Gwernan‐Jones  Darren A. Moore  Ruth Garside  Michelle Richardson  Jo Thompson‐Coon  Morwenna Rogers  Paul Cooper  Ken Stein  Tamsin Ford 《British Journal of Special Education》2015,42(3):279-300

Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD.  相似文献   

Princess Nourah Bint Abudulrhman University’s challenge: transition from a local to a global institution     

Sana Almansour  Ken Kempner 《Higher Education》2015,70(3):519-533

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Student opinions and perceptions of undergraduate thermodynamics courses in engineering     

V. Ismet Ugursal  Cynthia A. Cruickshank 《European Journal of Engineering Education》2015,40(6):593-610

Thermodynamics is a fundamental foundation of all engineering disciplines. A vast majority of engineering undergraduate programmes contain one or more courses on thermodynamics, and many engineers use thermodynamics every day to analyse or design energy systems. However, there is extensive anecdotal evidence as well as a wide range of published literature indicating that students often struggle to understand thermodynamic principles. In an effort to understand students' attitudes and perception of thermodynamics, including their expectations, experience and frustrations, an investigation was conducted. Following a review of the literature on the teaching and learning of thermodynamics in engineering, a survey questionnaire was developed and administered to close to a 1000 students in 17 thermodynamics classes at 13 universities in 7 countries. Survey results were analysed using statistical methods. This paper presents the findings of this investigation.  相似文献   

Invisible practices; innovative outcomes: intrapreneurship within the academy     

Ken Dovey  Michael Rembach 《Action Learning: Research and Practice》2015,12(3):276-292

Across the world, higher education is facing new challenges as governments cut subsidies, new technologies enable ‘massively open’ online courses, students are accessed from global locations, and the centuries-old mission of universities is commercialised. In spite of these profound changes, most institutions of higher education have remained unaltered in terms of how they are structured and governed. Similarly, the consequent commodification of knowledge has not been challenged in general even though the lack of the deep knowledge that underpins competent professional practice is periodically lamented. This paper outlines an experiment in an alternative form of academic programme management; one which is perhaps more appropriate in current times. It describes an initiative at an Australian university where an action-research approach is being used to engage the full spectrum of stakeholders in the governance and execution of the strategic intent of a particular ‘flagship’ postgraduate programme. In this way, it demonstrates how knowing (knowledge manifesting in practice) is achieved through a form of praxis that continuously refines, through interactive ‘creatively abrasive’ forums, the enactment of mission-pertinent practices. However, as an initiative that threatens the political status quo within the university, much of the action, until recently, has had to be conducted ‘invisibly’.  相似文献