The future of educational change: system thinkers in action: response to Michael Fullan     

Louise?StollEmail author 《Journal of Educational Change》2006,7(3):123-127

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Developing a Common Model? Comparing Effective School Improvement Across European Countries     

Louise Stoll  Felicity Wikeley  Gerry Reezigt 《Educational Research and Evaluation》2013,19(4):455-475

Applicability of research models across contexts is often viewed as desirable. This article discusses 6 issues faced by members of the Effective School Improvement (ESI) project research teams as they explored themes emerging in case studies carried out in 8 different countries, as part of a process of trying to generate a model that would be valid and applicable across contexts. After posing questions that need further resolution, the conclusion at this particular stage of the research was that caution was advisable before transferring the findings from one context to another.  相似文献   

Learning Partnerships in Practice: Orientation,Leadership, and Residence Life     

Taran Cardone  Elizabeth Stoll Turton  Gerald Olson  Marcia Baxter Magolda 《About Campus》2013,18(5):2-9

Committed to improving how their various programs serve student learning, Taran Cardone, Elizabeth Stoll Turton, Gerald Olson, and Marcia Baxter Magolda describe how their participation in Miami University's Community of Practice on Engaged Learning (COPEL) helped them create developmentally appropriate, learning‐centered approaches that support the complex task of student self‐authorship.  相似文献   

TALES FROM THE FIELD: THE TRIALS,RESOLUTIONS, TRIUMPHS,AND LESSONS LEARNED FROM CONDUCTING INTERDISCIPLINARY,QUALITATIVE RESEARCH     

Denise Da Ros  Louise Pavia 《Journal of Early Childhood Teacher Education》2013,34(2):85-88

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Telling Teaching Stories     

Mary Louise Gomez  B. Robert Tabachnick 《Teaching Education》2013,24(2):129-138

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A biographical narrative inquiry into teachers’ knowledge: an intergenerational approach     

Hong qin Zhao  Louise Poulson 《Asia Pacific Education Review》2006,7(2):123-132

This study is an investigation into Chinese EFL teachers’ knowledge and understanding of teaching English as a foreign language within the context of a time of tremendous social change in China. In a medium-sized city, biographical narrative interviews and observation were used to three Chinese secondary EFL teachers, of three successive generations. An in-depth narrative analysis interpreting their metaphors, and constructing their life stories is employed to understand the biographical narrative data. It indicates how individual teacher’s knowledge is both constrained and enabled by themselves and by the wider society they live in, and how change and continuity are intertwined in the teaching and learning practices of the three generations. This paper also addresses certain key issues in biographical narrative studies, namely subjectivity, representation, and cultural bearings, and teachers’ knowledge, all of which constitute a form of pedagogy in educational research.  相似文献   

Chemical bleaching of wood: an investigation into the bleaching of mahogany,walnut, rosewood,padauk, and purpleheart     

Louise Herstedt  Marie Herstedt 《文物保护研究》2017,62(3):162-172

This paper investigates chemical bleaching of wood to make species-specific practical recommendations for colour adjustment of veneer in furniture conservation. In more detail, chemical bleaching of Honduras mahogany (Swietenia macrophylla), European walnut (Juglans regia), Rio rosewood (Dalbergia nigra), padauk (Pterocarpus spp.), and purpleheart (Peltogyne spp.) is investigated using 11 different bleach solutions. Both oxidative (e.g. hydrogen peroxide and potassium permanganate) and reductive (e.g. oxalic acid and sodium bisulphite) solutions were used. The results show that the wood species react differently with the investigated bleach solutions. It can also be noted that not all investigated solutions were suitable for all wood species. Based on the results, wood species-specific bleach solutions are recommended.  相似文献   

Training reading and phoneme awareness skills in children with Down syndrome     

Kristina Goetz  Charles Hulme  Sophie Brigstocke  Julia M. Carroll  Louise Nasir  M. Snowling 《Reading and writing》2008,21(4):395-412

The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds and working with words in books. The children were taught by their learning support assistants, who received special training for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based reading intervention.  相似文献   

Vulnerability to Bullying: Teacher-reported conduct and emotional problems,hyperactivity, peer relationship difficulties,and prosocial behaviour in primary school children     

Helen R. Johnson  Margaret J. J. Thompson  Suzanne Wilkinson  Louise Walsh  Jonathon Balding  Victoria Wright 《教育心理学》2002,22(5):553-556

Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.  相似文献   

Peers'' Perceptions of the Consequences That Victimized Children Provide Aggressors   总被引：7，自引：0，他引：7  

David C. Perry  Jean C. Williard  Louise C. Perry 《Child development》1990,61(5):1310-1325

Fourth- through seventh-grade children (mean age 11.5 years) estimated the likelihood that various consequences would occur following hypothetical acts of aggression toward victimized and nonvictimized classmates. Children also indicated how much they would care if the consequences were to occur. When contemplating aggression toward victimized classmates, children were more likely to expect tangible rewards, more likely to expect signs of victim suffering, and less likely to expect retaliation than when considering aggression against nonvictimized classmates. Also, when considering aggression toward victimized classmates, children cared more about securing tangible rewards but were less disturbed by the thought of hurting their victims or by the thought of their victims retaliating than when imagining aggression toward nonvictimized classmates. The foregoing pattern was stronger for boys than for girls. Implications for theories of aggression and for intervention with aggressive and victimized children are discussed.  相似文献