Aesthetics, Form and Emotion     

PETER LEWIS 《Philosophical Books》1985,26(1):52-55

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Thinking with Probabilities     

PETER AYTON  GEORGE WRIGHT 《Teaching Statistics》1985,7(2):37-40

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No wonder I didn't learn to read till I was about ten     

PETER WILSON 《Literacy》1978,12(3):2-9

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TOULMIN'S HISTORY OF PHILOSOPHY     

PETER MUNZ 《Higher Education Quarterly》1957,12(1):64-77

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Case Study of a Course for Developing Countries     

PETER B. MORICE 《European Journal of Engineering Education》1985,10(1):19-22

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Making the pedagogic relay inclusive for indigenous Australian students in mathematics classrooms     

ROBYN ZEVENBERGEN  JUDITH MOUSLEY  PETER SULLIVAN 《International Journal of Inclusive Education》2013,17(4):391-405

Many students are unsuccessful in the study of school mathematics, not because of some innate ability, but because of pedagogical practices. Bernstein () has argued that pedagogy serves as a mechanism for cultural reproduction, so that for those students whose cultures are different from that represented in and through pedagogy, the task of constructing school mathematics is made more difficult. The paper explores the ways in which a teacher changes the pedagogic relay in order to be more inclusive of her students. Her practice is informed by understanding the ways in which pedagogy is a subtle tool for marginalization in mathematics.  相似文献   

Quality Assurance: a case study of the work of local education authority inspectors and advisers in England     

PETER COLEMAN 《School Leadership & Management》2013,33(2):201-235

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The challenge of managing technical and vocational curricula in schools     

PETER STOKES 《School Leadership & Management》2013,33(1):99-105

The main arguments advanced in this article are that major curriculum innovations are likely to be most fruitfully developed if they incorporate the best features of tried and tested models existing both in the UK and abroad. Also a coherent approach to the management of innovations is a sine qua non for their success. Both TVEI and CPVE are considered comparatively and relevant management issues outlined. It is concluded that the secret of success lies to a great extent in management training. Both the HMI report (1986) on education in the FRG and the White Paper (Education and Training, 1986) add eloquent testimony to the message of this article.  相似文献   

Getting closer: workplace guidance for lifelong learning     

PETER PLANT  BOB TURNER 《International Journal of Lifelong Education》2013,32(2):123-124

The purposes of this article are twofold. First, it considers the policy links between guidance and lifelong learning, highlighting in particular the implications of findings from a recent study by the Organisation for Economic Co‐operation and Development (OECD). Secondly, it critically compares two approaches to workplace guidance about education and training, drawing upon evaluations of various initiatives organized by trade unions and employers in Denmark and the UK. These evaluations are based on qualitative data collected from in‐depth interviews with those responsible for organizing and giving the guidance, as well as those who received it. Five interviews were conducted with recipients of guidance in each country, either face‐to‐face or by telephone, using a semi‐structured interview schedule. The conclusions suggest some issues that need to be addressed by guidance practitioners and policy makers, including employers and trade unions.  相似文献   

REPLY TO PROFESSOR ODEGARD     

PETER D. KLEIN 《Philosophical Books》1982,23(4):198-203

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