Why Save Art For The Nation?     

Nicholas Serota 《Curator: The Museum Journal》2005,48(1):13-17

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Who’s Afraid of Signs and Significations? Defending Semiotics in the Secondary Art and Design Curriculum     

Nicholas Addison 《The International Journal of Art & Design Education》1999,18(1):33-39

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Girls and Science: Does a core curriculum in primary school give cause for optimism?     

Catherine Woodward  Nicholas Woodward 《Gender and education》1998,10(4):387-400

The low numbers of students, particularly girls, pursuing science after the age of 16 continues to give cause for concern, despite the inclusion of science as a core subject in the curriculum of primary schools in England and Wales. This article explores the perceptions of primary pupils with regard to science since its introduction as a compulsory component of the curriculum. The findings tend to replicate those of earlier studies, indicating that primary pupils, both girls and boys, view science positively while at primary school and look forward to science at secondary school. However, results show that, within science, girls' and boys' preferences are different. Girls have greater preference for biological topics while boys demonstrate a wider range of interests. Furthermore, the introduction of the National Curriculum appears to have had negligible effect in broadening the interests of girls. It is argued that intervention strategies are needed in order to make all fields of science attractive to girls and that this should begin in the primary phase of education.  相似文献   

How Video Games Impact Players: The Pitfalls and Benefits of a Gaming Society     

Reviewed by Christopher D. Lehman  Nicholas J. Rowland 《The Information Society》2017,33(3):172-173

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Fostering online social construction of science knowledge with primary pre-service teachers working in virtual teams     

Howard Nicholas  Wan Ng 《Asia-Pacific Journal of Teacher Education》2009,37(4):379-398

As many primary pre-service teachers enter teacher education courses with little science background, it is essential in teacher education courses to provide opportunities for them to learn more science independently. The purpose of this study is to investigate an online pedagogical activity that fosters the social construction of science knowledge by primary pre-service teachers working in small virtual teams. The study investigated how the pre-service teachers collaborated online in virtual teams to complete set tasks, their attitudes toward and beliefs about the effectiveness of the online learning experience, and the types and quality of the resources developed. The findings indicated that the virtual team-produced science resource materials were generally of high quality, with nearly half the number of teams engaging with Web 2.0 technologies (e.g. wikis and blogs) to construct their product. The findings indicated positive attitudes toward the collaborative learning even though beliefs about online learning were mixed.  相似文献   

Correlations Among Five Demographic Variables and the Performance of Selected Jamaican 11th-graders on Some Numerical Problems on Energy     

Nicholas Emepue  Kola Soyibo 《International Journal of Science and Mathematics Education》2009,7(2):339-361

This study was designed to assess whether the level of performance of selected Jamaican 11th-grade physics students on some numerical problems on the energy concept was satisfactory and if there were significant differences in their performance linked to their gender, socioeconomic background (SEB), school location, English language and mathematical abilities. The 331 sampled students consisted of 213 boys and 118 girls; 197 students were from a high SEB and 134 students from a low SEB; 296 students were from seven urban schools and 35 students from three rural schools; 112, 153 and 66 of the students had high, average and low English language abilities, respectively, while 144, 81 and 106 of the students had high, average and low mathematical abilities, respectively. An Energy Concept Test (ECT) consisting of six structured numerical questions was employed for data collection. The results indicated that although the students’ level of performance was regarded as fairly satisfactory, there was a lot of room for improvement. There were statistically significant differences in the students’ performance on the ECT linked to SEB, and mathematical abilities in favour of students from a high SEB, and high mathematical abilities, respectively. There was a positive, statistically significant but weak correlation between the students’ (a) mathematical abilities, and (b) English language abilities and their performance on the ECT, while there were no correlations among their gender, school location, and SEB and their performance on the ECT.  相似文献   

VOLUME 97 ERRATUM     

Nicholas Alter 《Journal of the Medical Library Association》2009,97(1):3

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Digitizing journal archives: the experience of Taylor & Francis     

Matthew HOWELLS  Ashleigh BELL  Nicholas EVERITT  Jennifer McMILLAN 《Learned Publishing》2009,22(2):109-112

There are enormous quantities of information available to researchers on the Internet, of varying levels of quality. Now, more than ever, it is important that academic publishers make best use of their journals and provide their readers with access to this high‐value content, in a form that can be easily found and used. To that end, Taylor & Francis have taken up the challenge of satisfying researchers' need to have all relevant content available at their fingertips, by digitizing their older journal content, creating subject‐based collections of backfiles and putting them online. This article provides an insight into the ‘why’ and ‘how’ of the process of digitization of Taylor & Francis's journal archives. The fact that these online backfiles are being requested, purchased, and used demonstrates the added value that publishers may hold in their archives.  相似文献   

Understanding Head Start children's problem behaviors in the context of arrest or incarceration of household members     

Yair Ziv  Soumya Alva  Nicholas Zill 《Early childhood research quarterly》2010

Using data from the nationally representative Head Start Family and Child Experiences Survey (FACES), the relationships between living in a household where a household member had been arrested or incarcerated and conduct problems of preschool children enrolled in Head Start were examined. Children who lived in such households showed more aggressive, hyperactive, and withdrawn behaviors than children who lived in households with no such exposure. These associations remained statistically significant after controlling for other family background characteristics. Parental involvement in Head Start, less use of spanking, and more time spent by the child in Head Start were associated with less problem behaviors.  相似文献   

The Challenges of Supporting Equity Literacy Skill Development in White Teacher Candidates: A Self-Study of Two White Field Instructors     

Elizabeth Soslau  Nicholas Bell 《Studying Teacher Education》2018,14(2):156-173

In classrooms, race-based bias, discrimination, and inequities result in unsafe and unproductive learning environments. Teacher educators are charged with helping preservice teachers develop racial literacy skills. This self-study explores the ways in which two White teacher educators recognize and attempt to manage challenges during field instruction of White teacher candidates. The teacher educator researchers explore their own Whiteness and use a racial lens to critique their practices. Post-lesson-debriefing conferences between teacher educators and their candidates are shared as illustrative vignettes to reveal instructors’ teaching challenges and failures. Implications for working with White teacher candidates, improvements to field instruction practices, student teaching curricula revisions, and programmatic changes are posited.  相似文献