Epistolodidaktika: a selective list of articles 1971–1977     

Wesley J. Hutchinson 《Distance Education》1980,1(2):204-206

  相似文献   

The Binomial and Poisson Distributions     

Paul Hutchinson 《Teaching Statistics》1997,19(3):68-68

  相似文献   

On the relevance of signal detection theory to the correction for guessing     

T.P. Hutchinson 《Contemporary educational psychology》1977,2(1):50-54

This paper shows how alternatives to the conventional guessing correction may be derived from considerations similar to the signal detection theory of psychophysics. Methods of experimentally determining the right correction are briefly suggested.  相似文献   

Doctors' and patients' use of the Internet for healthcare: a study from one general practice     

Rose PW  Jenkins L  Fuller A  Shepperd S 《Health information and libraries journal》2002,19(4):233-235

  相似文献   

Clinical librarians at Barnet Primary Care NHS Trust: addressing the information requirements of clinical governance     

Reid L  Ikkos G  Hopkins W 《Health information and libraries journal》2002,19(1):52-55

  相似文献   

How to Get Published in a Peer Reviewed Journal: Reflections on Panel Discussion at the International Council for Open and Distance Education: World Conference on Online Learning 16–19th October 2017, Toronto,Canada     

Lucy Rai 《Open Learning》2018,33(1):70-74

  相似文献   

Science Fiction in Education: case studies from classroom implementations     

Charalambos Vrasidas  Lucy Avraamidou  Katerina Theodoridou  Sotiris Themistokleous  Petros Panaou 《Educational Media International》2015,52(3):201-215

  相似文献   

Developing a Reform-Minded Science Teaching Identity: The Role of Informal Science Environments     

Lucy Avraamidou 《Journal of Science Teacher Education》2014,25(7):823-843

Recommendations for reform in science education around the world set high goals for beginning elementary teachers. Concurrently, existing literature indicates a number of challenges that beginning elementary teachers face. In this paper an argument is put forward about the integration of informal science environments in elementary teacher preparation, as a means for supporting beginning elementary teachers develop reform-minded science teaching identities. Essentially, the purpose of this paper is to explore the links between teacher identity, reform recommendations, and informal science environments. In doing so, a discussion of the theoretical construct of teacher identity in conjunction with reform recommendations is offered, followed by a summary of existing literature about the challenges that beginning elementary teachers face. Subsequently, the advantages and unique opportunities that informal science environments offer for teacher learning and development are discussed through a review of related literature. Following this review, a set of theoretical and methodological limitations of existing literature are identified. Based on these limitations, a research agenda is framed to address the theoretical, methodological and research implications that the idea of integrating informal science environments and approaches to elementary teacher preparation holds.  相似文献   

Art School Building: the Old/New Chelsea     

Lucy Howarth 《The International Journal of Art & Design Education》2014,33(2):258-271

In the wake of the recent demolition of the 1965 Chelsea School of Art building on Manresa Road in London, this article seeks to explore the relationship between art school architecture and art school pedagogy. Research on art school buildings, both national and international, and British art school education of the 1960s, is brought to bear, on the former ‘New School of Art in Chelsea’ building. In addition to an account of how this building came about, drawn from archival records and interviews with architects and former Chelsea students and staff, the correlation of utopianist values in post‐war British society, modernist architecture and higher education in art is examined. The reports of the National Advisory Council on Art Education (NACAE), which, in the 1960s, ushered in fundamental changes to British art education, are touched upon, and an account of the building design developed between art educationalists (including Chelsea Principal Lawrence Gowing and Chairman of the NACAE William Coldstream) and architects of the London County Council, is given. Photographs of the building, in the 1960s and during its demolition in 2010, are included. In addition to a historical account and case‐study, and despite the difficulties inherent, art school building is approached as an imaginative and socio‐political gesture, as a utopian act; ‘art school building’ in both senses (‘building’ as a verb and as a noun).  相似文献   

National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic     

Louise Hayward  Jo-Anne Baird  Simon Allan  Thomas Godfrey-Faussett  Carolyn Hutchinson  Ellen MacIntosh  Ashmita Randhawa  Ernest Spencer  Margaret Lesley Wiseman-Orr 《European Journal of Education》2023,58(1):83-97

Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high-stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high-stakes assessment in Scotland, as in other United Kingdom countries, was dented. In Scotland, the Covid-19 pandemic meant that schools were closed, teachers provided online learning opportunities for pupils working at home and, for the first time in 130 years, it was not possible to run national examinations. To ensure that learners were not further disadvantaged, alternative approaches to gathering evidence for qualifications were instigated. However, these results were challenged as socially unjust and the results that had been nationally moderated were replaced by results based on locally moderated teachers' professional judgement. As Scotland looks to qualifications beyond Covid-19, trust must be re-built. This article reports on a participative research project that sought to understand public perceptions of standards and fairness across a range of key communities following this experience. Drawing on both qualitative and quantitative data, we analyse factors which affected trust in National Qualifications under the pandemic. The evidence suggests that when considering what matters for qualifications to be trusted, technocratic solutions are likely to be rejected by stakeholders. Understanding and responding to what led to the mistrust of qualifications in Scotland will be crucial to inform its future qualifications system.  相似文献