Not all Dull alike—the Question of Terminology     

PAUL WIDLAKE 《English in Education》1970,4(3):35-45

This article was also written especially for the Walsall Seminar. Its author was at the time Head of the Remedial Advisory Centre at Wolverhampton and is now Research Officer for the Birmingham Educational Priority Area Project.  相似文献   

An Introduction to Blob Theory     

PAUL FRANCIS 《English in Education》1981,15(2):17-20

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Urn Models and Kompeitoh: an Industrial Application     

PAUL EMBRECHTS  TOMOICHI NAKATA 《European Journal of Engineering Education》1990,15(3):267-274

ZUSAMMENFASSUNG

The teaching of probability theory and statistics to engineering students should contain non-trivial real life examples of how randomness enters complex modelling. The present paper contains such an example in the form of the sugar-candy (Kompeitoh) process. It is shown how ideas from urn modelling are relevant. The final solution is a combination of analytic theory and simulation methodology.

Der Unterricht in Wahrscheinlichkeitstheorie und Statistik für Ingenieurstudenten soil nicht-triviale Beispiele aus dem wirklichen Leben enthalten und zeigen, wie der Zufall in komplexe Modelle einbezogen werden kann. Die vorliegende Arbeit enthält ein solches Beispiel in Form eines Kandiszuckers (Kompeitoh) Prozesses. Es wird gezeigt, wieweit das Urnenmodell hier angewendet werden kann. Die Lösung ist eine Kombination von analytischer Theorie und Simulationsmethodologie.  相似文献   

A Rationale for a Curriculum in the Visual Arts     

PAUL EDMONSTON 《The International Journal of Art & Design Education》1982,1(1):47-57

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Laptops meet schools,one‐one draw: m‐learning for secondary students with literacy difficulties     

PAUL F. CONWAY  JESSICA AMBERSON 《Support for Learning》2011,26(4):173-181

Mobile technology‐enhanced literacy initiatives have become a focus of efforts to support learning for students with literacy difficulties. The Laptops Initiative for Post‐Primary Students with Dyslexia or other Reading/Writing Difficulties offers insights into and addresses questions about ICT policy making regarding m‐learning technologies for students with literacy difficulties. Thirty‐one schools participated in this initiative. Adopting an intepretive perspective, research and data analysis centred on four school case studies and involved classroom observations, teacher, student and principal interviews as well as a survey of teachers in other participating schools. Findings are presented under three headings: laptop deployment models (fixed, floating and fostered), constraints and supports for teacher and student agency, and technology‐enhanced literacy pedagogy. We conclude by noting the increasing appeal of m‐learning to support literacy and how schools mediate access to laptops and associated literacy learning.  相似文献   

On Not Sparing Others the Trouble of Thinking: Wittgenstein and Education     

ADRIAN SKILBECK  PAUL STANDISH 《Journal of Philosophy of Education》2019,53(4):665-668

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Positing Alterity,Positing Metaphysics: A Short Note on Alistair Miller on Levinas     

PAUL STANDISH 《Journal of Philosophy of Education》2019,53(1):214-223

In ‘Levinas: Ethics or Mystification?’ (Miller, 2017), Alistair Miller presents a searing indictment of the philosophy of Emmanuel Levinas and a dismissal of claims for its importance for education. He provides a summary account of Levinas's philosophy and, in relation to this, refers briefly to a number of authors who have related Levinas's work to education. This account is at fault, however, in fundamental ways, and this leads to errors in the conclusions that he draws. The present short paper does not attempt to address these problems in the round but rather focuses on a particular aspect of his phrasing in constructing the account, taking this as a significant pointer to the nature of the misinterpretation as a whole.  相似文献   

Group Project Work with Undergraduate Veterinary Science Students     

PAUL MILLS 《Assessment & Evaluation in Higher Education》2003,28(5):527-538

This paper evaluates the experience of second year undergraduate veterinary science students performing group project work. The goals of the study were to encourage deep learning and to develop specific 'life skills', such as decision making, teamwork and communication skills. The results were compared with two similar studies by using a similar survey form to collect student responses. Overall, the students appeared to enjoy the group project and developed new learning skills, although the issue of passengers (poor contributors) was not fully eliminated.  相似文献   

The Hong Kong School Curriculum and the Political Transition: Politicisation,contextualisation and symbolic action     

PAUL MORRIS  K. K. CHAN 《比较教育学》1997,33(2):247-264

This paper uses a historical perspective to analyse the impact on the school curriculum of the return of Hong Kong to Chinese sovereignty. Whilst the transition has relaxed the criteria used by the state to select school knowledge, it has occurred at a time when the selective and allocative role of schooling has become paramount. Consequently, the transition has had a significant impact on the intended curriculum as a result of attempts by the departing colonial government to reform the curriculum. However, these reforms have had a limited impact on the implemented curriculum, which has been more strongly influenced by the emergence of a market in which schools compete for academically more able pupils.  相似文献   

Southern Women at the Seven Sister Colleges: Feminist Values and Social Activism, 1875–1915 by Joan Marie Johnson     

PAUL MARTHERS 《History of education quarterly》2009,49(4):576-580

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