Narratives in a Science Center: Interpretation and Identity     

Laura M. W. Martin  Richard Toon 《Curator: The Museum Journal》2005,48(4):407-425

Abstract This paper discusses issues raised by research into people's views of science and scientists, and the implications for interpretative forms in museums. The principles proposed here are based on a series of meetings that looked at the use of narratives in science and the responses of potential visitors from different cultural groups to ideas for narrative signage. Signage design can help people connect to science content by relating practical and theoretical knowledge, crafting explanations, understanding the nature of the medium, and conveying a message about science. The use of narrative form to design experiential guides opens up the possibility of changing a visitor's relationship to the traditional text encountered in museums.  相似文献   

New strategies for the management of finance in universities     

Bikas C. Sanyal  Michaela Martin 《Prospects》1998,28(3):429-441

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Coping and counselling     

Lothar R. Martin 《International journal for the advancement of counseling》1998,20(2):143-160

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Authors’ responses     

Martin W. Lewis  Paul R. Gross  Norman Levitt 《Metascience》1998,7(1):39-51

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The Effects of Class Size on Classroom Processes: 'It's a Bit Like a Treadmill – Working Hard and Getting Nowhere Fast!'     

Peter Blatchford  & Clare Martin 《British Journal of Educational Studies》1998,46(2):118-137

Despite current moves in the UK to limit class sizes for young children in school, there is still a disturbing lack of research evidence on the effect of class size differences on pupils' educational progress and experience. Past research has concentrated on the effects on outcomes such as pupils' school attainments in basic areas. Much less is known about classroom processes that might mediate any such effects, though such knowledge is more useful for practice and policy. Drawing on a current programme of research at the Institute of Education, University of London, this paper identifies five processes likely to be connected to class size: within class grouping practices, the nature and quality of teaching, pupil attention in class, pupil adjustment to school and effects on teachers' morale, stress and enthusiasm. Relevent research is reviewed, and in line with this research the paper concentrates on the primary school years.  相似文献   

Removing barriers and building bridges: American deaf interns teaching Chinese deaf children.   总被引：1，自引：0，他引：1  

D S Martin  L Hussey  D Sicoli  Z N Sheng 《American annals of the deaf》1999,144(3):281-288

Two deaf American student-teaching M.A. candidates did an internship at a school for the Deaf in China. This was the first such internship ever done in China. Critical procedures for establishing international internships are described; cultural and educational experiences and the accommodations made to guarantee the success of such internships are analyzed, including issues related to communication modality, educational philosophy, expectations for deaf learners, and teaching methods. The views of both interns, and those of two teacher educators one American and one Chinese, are included.  相似文献   

Conquering organizational change: How to succeed where most companies fail     

Pierre Mourier  Martin Smith  Heekap Lee 《Performance Improvement》2002,41(6):44-47

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Using immersive virtual reality to support designing skills in vocational education     

Kevin Gonyop Kim  Catharine Oertel  Martin Dobricki  Jennifer K. Olsen  Alessia E. Coppi  Alberto Cattaneo  Pierre Dillenbourg 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2199-2213

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The Value of Being Included: An Examination of Diversity Change Initiatives in Organizations     

Martin N. Davidson 《Performance Improvement Quarterly》1999,12(1):164-180

ABSTRACT : In recent decades, many organizations have undertaken initiatives aimed at managing a more diverse workforce. Many of these initiatives have been limited in effectiveness because they focused solely on managing or preventing human-resource-related crises, rather than reconceptualizing how the work of the business is accomplished. More effective diversity change initiatives can be implemented if change agents take an overarching perspective of the business and the workforce that considers the importance of engaging both the oppressed and priviledged members of the organization. Such a perspective necessarily requires considering the impact of oppression and privilege in the organization. Common diversity change interventions are discussed and critiqued, and suggestions for formulating optimally effective diversity change initiatives are suggested.  相似文献   

The AIAEE/ESEE 2015 conference in retrospect     

Martin Mulder 《The Journal of Agricultural Education and Extension》2015,21(5):399-403

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