Superman and Pandora's Box: Some considerations on the Professional Tutor and the School     

Alan Sigsworth  Norman Wordsworth 《Cambridge Journal of Education》1974,4(2):72-79

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Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions     

Mairéad Foody  Helena Murphy  Paul Downes  James O’Higgins Norman 《Pastoral Care in Education》2018,36(2):126-140

The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.  相似文献   

Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge     

Kristie J. Newton  Karin Lange  Julie L. Booth 《Journal of Experimental Education》2020,88(4):503-515

Abstract

Psychologists and mathematics educators have long viewed flexibility as critical to students’ mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified research-based aspects of flexibility with algebra and assessed students on them following a two-step equations unit. Results indicated that certain aspects of flexibility develop prior to others and that prior knowledge of algebra plays a significant role in that development. Study 2 confirmed and elaborated on these results using a larger sample size. Implications for theory and for supporting flexibility in classrooms are discussed.  相似文献   

Toddlers' Attachment Security to Child-Care Providers: The Safe and Secure Scale     

Cathryn L. Booth  Jean F. Kelly  Susan J. Spieker  Tracy G. Zuckerman 《Early education and development》2003,14(1):83-100

Attachment relationships of toddlers (N = 45) to their child-care providers were investigated. Children's behaviors with their mothers were observed at home at 24 months and with their child-care providers at 26 months. Attachment Q-Sort procedures were used at home (90 items) and in child care (78 items); the latter yielded a 15-item Safe and Secure Scale describing the safe haven and secure base functions of attachment relationships in child care—being able to (a) seek and receive positive attention, (b) feel safe and protected, (c) receive support for exploration, (d) receive consolation when distressed, and (e) seek and accept assistance. Independent observational measures of child-care quality also were obtained at 24 months. As hypothesized, the Safe and Secure Scale was related to proximal rather than distal indicators of child-care quality, and it was a stronger measure than the child-caregiver Q-security score that was based on all 78 items. Child-mother and child-caregiver security were significantly related.  相似文献   

Who will appraise the appraisers?—The paper,the instrument and the user     

Booth A 《Health information and libraries journal》2007,24(1):72-76

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A comparison of role concepts between public and parochial school teachers     

Norman J. Presse  Robert E. Bills 《Psychology in the schools》1981,18(1):107-111

This study seeks to determine if the same five bipolar factors that appear for the ideal role concepts of public school teachers also appear for parochial school teachers. Subjects included 185 teachers from a Catholic diocese. The data were factor analyzed by means of a principal axis analysis with varimax rotation. An analysis of variance was used to compare the factor analyses. The results indicated that parochial and public school teachers have similar factor structures. When comparing factor scores of the two groups, there were significant differences on several factors, indicating that parochial school teachers adopt a more facilitating role than do public school teachers.  相似文献   

On the identity of edwardsite and monazite,by Gustav Rose,extracted from the 1st No. of poggendorf's “annalen der physik und der chemie” for 1840     

M.H. Boyé  J.C. Booth 《Journal of The Franklin Institute》1840,29(5):289-290

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Science in the middle years     

Norman Booth 《Education 3-13》2013,41(2):37-41

This paper uses information obtained from a group of primary teachers during their first year as teachers. It uses illustrations from their experience of induction to suggest some strategies that teachers and schools might consider if they wish to make the induction period one of opportunities to learn as well as to survive.  相似文献   

Faculty Fringe Benefits     

Norman Blume 《College Teaching》2013,61(4):270-272

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The Value of a Response Grade     

Norman L. Wittkop 《Clearing house (Menasha, Wis.)》2013,86(2)

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