Supervision and site of instruction as factors in tutorial programs.     

W F Mayhall  J R Jenkins  N J Chestnut  M A Rose  K L Schroeder  B Jordan 《Exceptional children》1975,42(3):151-154

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Book reviews     

Neil Cranston 《Journal of educational administration and history》2009,41(2):209-213

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“Listen Then,or, Rather,Answer”: Contemporary Challenges to Socratic Education          下载免费PDF全文

Jordan Fullam 《Educational theory》2015,65(1):53-71

The popularity of Jacques Rancière in recent work in educational philosophy has rejuvenated discussion of the merits and weaknesses of Socratic education, both in Plato's dialogues and in invocations of Socrates in contemporary educational practice. In this essay Jordan Fullam explores the implications of this trend through comparing Rancière's educational thought to an analysis of the relationship between dialectic and stultification in Plato's Republic. This task clarifies what is useful in the recent wave of scholarship that brings Rancière's work to bear upon Socratic education, and what we might redeem in the practice of teaching that Plato assigns to the character of Socrates in the Republic. Fullam also draws on the educational literature on Socratic education to provide further context to explore the usefulness of both Rancière and Socrates for contemporary teaching.  相似文献   

The risks of ‘university speak’: relationship management and identity negotiation by mature students off campus     

Neil O’Boyle 《International Studies in Sociology of Education》2015,25(2):93-111

Research finds that participation in higher education is generally empowering for mature students but that it can also create tensions in their off-campus relationships. This article reports on findings from an ongoing study of the experiences of mature students at university in Ireland and draws from interviews with 15 such students in the final year of their studies. Following similar research by Baxter and Britton in the UK, the article considers how mature students experience and represent changes in identities and social relationships brought about by entry to higher education. Specifically, the article focuses on the risks associated with using newly acquired academic language (or ‘university speak’) off campus. The findings reported here complement existing research and offer support for Baxter and Britton’s suggestion that mature students often experience compartmentalisation and fragmentation in their self-identities.  相似文献   

Decolonising curriculum practice: developing the indigenous cultural capability of university graduates     

Harrison  Neil  Clarke  Ivan 《Higher Education》2022,83(1):183-197

Higher Education - The pedagogical urge to decolonise student thinking has been at the heart of the drive to embed Indigenous knowledge in universities throughout the western world. Despite ongoing...  相似文献   

Employment and further study outcomes for care-experienced graduates in the UK     

Harrison  Neil  Baker  Zoë  Stevenson  Jacqueline 《Higher Education》2022,83(2):357-378

Higher Education - Life outcomes for people who spent time in the care of the state as children (‘care-experienced’) are known to be significantly lower, on average, than for the...  相似文献   

Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders     

Gregory J. Benner  Marissa J. Filderman  Lucy Barnard-Brak  Jordan Pennefather  Jean Louise M. Smith  Lisa A. Strycker 《Psychology in the schools》2023,60(1):182-198

This article reports on a pilot study of the Integrated Literacy Study Group, a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence-based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self-efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence-based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self-efficacy, and teacher practice, with positive impacts on student early literacy and academic competence.  相似文献   

Short texts to explain problem — Solution structures — and vice versa     

Michael P. Jordan 《Instructional Science》1980,9(3):221-252

Linguistic analysis of short published reports leads to the presentation of an aigorithm that depicts the problem-solving process in terms of a series of evaluative questions. The work shows how reports enable us to define in detail the various stages of problem solving, and it shows that an understanding of these various stages enables us to recognise information structures in written texts; the writing of brief reports of high-priority information on which the whole thinking process is based is thus seen as a vital part of the problem-solving process. One report is analysed in detail to demonstrate the close relationship between information structures in the text and the real-life thought'action process it describes. There is discussion of how paragraphs, sentences and signals within the sentences enable the writer to communicate the information in a conceptual array that represents the actual thought/action process it describes. Educational implications for inter-sentential coherence, discourse analysis, and writing structures, and control of research through written reports are all discussed.  相似文献   

Transported to Van Diemen's Land: the boys of the Frances Charlotte (1832) and Lord Goderich (1841)     

T E Jordan 《Child development》1985,56(4):1092-1099

From the logs of ships transporting convicts from Great Britain to Australia in the early nineteenth century, records of 2 ships carrying juveniles have been transcribed. Data on the backgrounds of the boys and height data are presented and analyzed. Comparisons are made with nineteenth- and twentieth-century data sets. Caution is expressed about limitations of the data, which constitute a sample stratified by age whose differences in means are sometimes anomalous.  相似文献   

Letters     

Monty Neil 《Educational Measurement》1997,16(4):57-58

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