Psychological approaches to child abuse: Edited by Neil Frude. London,England, Batsford Academic and Educational,Ltd. 1980, 240 pp. £6.50     

Martha F. Leonard 《Child abuse & neglect》1982,6(3):370-371

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Primary Education in Thailand: Plans,Problems and Possibilities     

J. K. P. Watson 《比较教育学》1974,10(1):35-47

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Factors predictive of black students' communication with the administration and students at a predominantly white university     

Warren Watson  Ina Siler 《Int J Intercult Relat》1984,8(3):255-267

Black students' interaction with a predominantly white university's administration, faculty, and students appears to be a central issue in current study of black student success in college. This study examined personality and situational factors predictive of black students' communication with such a university's administration, faculty, and students. The development of an instrument describing environmental and social concerns of black students demonstrated reasonable predictive validity of communication with the administration and white students. Feelings about the social environment and tendencies of communication anxiety were among the strongest predictors of black students' communication.  相似文献   

Curriculum studies and educational planning: Denis Lawton,Hodder & Stoughton,London, 1983, 149 pp., £3.65     

Keith Watson 《International Journal of Educational Development》1984,4(3):260

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Quantifying physical activity in first-through fourth-grade physical education via pedometry     

Scruggs PW  Beveridge SK  Watson DL  Clocksin BD 《Research quarterly for exercise and sport》2005,76(2):166-175

The aim of this study was to determine pedometry steps per minute (SPM) cutscores that accurately quantify physical activity (PA) time in first- through fourth-grade physical education. A total of 257 participants were grouped in two data pools, first- and second-grade (n = 126), and third- and fourth-grade (n = 131). Systematic observation was the PA criterion instrument and pedometry was the predictor instrument. Correlations between physical activity measures were strong (r = .82-.89, p < .01). Ten min of PA and 33.33% of the lesson time engaged in PA within a 30-min class can be quantified by 61-63 SPM for first- and second-grade, and 58-61 SPM for third- and fourth-grade. IN CONCOLUSION: (a) SPM values were a valid indicator of students achieving or not achieving PA criteria, and (b) pedometry is a valid and practical tool for physical activity surveillance within physical education.  相似文献   

Lessons learned from single service point implementations     

Allegri F  Bedard M 《Medical reference services quarterly》2006,25(2):31-47

Interest in consolidating service points within health sciences libraries continues. This article proposes a definition of a library single service point and mentions some notable examples in academic health sciences libraries. The experiences of two of these libraries are summarized and compared, and the advice culled from those experiences is shared. The advice is in the form of sharing lessons learned, answering six frequently asked questions about combining services and staff under a single service umbrella. The article offers insights for other library staff considering this type of service reorganization.  相似文献   

New Labour and higher education     

David Watson 《Perspectives: Policy and Practice in Higher Education》2013,17(3):63-72

This paper is the first part of an edited version of a Keynote Presentation delivered at the AUA Annual Conference, Queen's University Belfast, on 11 April 2006. The second part will appear in the next issue of perspectives.  相似文献   

The experience of receiving and then losing a scholarship: a tracer study of secondary school scholarship recipients in Uganda     

Cathy Watson  Charles Opolot Okurut 《Educational Research and Evaluation》2013,19(6):494-511

This study reports findings of a tracer that investigated differences in the profile and subsequent experiences of scholarship recipients in Uganda who were able to complete the lower secondary school cycle (O level) without interruption (N = 174) and those that dropped out before completing their O-level cycle (N = 51), thereby losing their scholarship. Findings indicate that the scholarship programme had important positive impacts on all participants, even if they were unable to complete their O level. Moreover, scholarships had a multiplier effect; they had positive impacts on recipients' siblings, parents, and neighbours. When scholarship recipients did drop out, the most prevalent causes were poverty, pregnancy, and poor performance. However, even the modest amounts of education these dropouts received changed the course of their lives in positive ways.  相似文献   

Models of information technology teacher professional development that engage with teachers' hearts and minds     

Glenice Watson 《Technology, Pedagogy and Education》2013,22(1-2):179-190

Abstract

The willingness and ability of teachers to integrate information technology (IT) into their teaching is largely dependent on the professional development they receive. However, it is not clear which models of IT professional development result in transformative and effective practice. This article reports on interviews in three countries with ‘exemplary’ IT users who also have professional development roles. It identifies ideas such as the change of teacher role, home-grown experts, comfortable shoes approach, let them struggle and killer applications as part of the repertoire of successful approaches employed by these IT professional developers  相似文献   

A Critical Review of the Term “Integration” in the Literature on the Jewish Day School in America     

Bennett Ira Solomon 《Journal of Jewish Education》2013,79(4):4-17

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