100 years of lost opportunity. Missed descriptions of child abuse in the 19th century and beyond     

Williams AN  Griffin NK 《Child abuse & neglect》2008,32(10):920-924

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Special Deliveries: Towards a Methodology for Generous Fulfillment of Special Collections Interlibrary Loan Requests     

Melanie Griffin  LeEtta Schmidt 《Public Services Quarterly》2017,13(4):241-259

This article explores the implementation of special collections interlibrary loan policies and procedures at the University of South Florida (USF), focusing particularly on the development of policies related to physically loaning published materials, and traces the development of these policies through a pilot project to routinized implementation. Particular attention is paid to developing mutually beneficial workflows between special collections and interlibrary loan departments, creating transparent policies for the criteria under which requests are or are not filled, and technical considerations for implementing special collections loans. Through this case study, we highlight the potential for collaboration in the fulfillment of special deliveries.  相似文献   

Bar and Pie Charts: Ideas for the Classroom     

Pat Perks  Stephanie Prestage 《Teaching Statistics》2000,22(2):52-55

This article gives some ideas for the creation ofbar charts and pie charts, focusing onrepresentations of frequencies and proportions.  相似文献   

Linking pupil and teacher competence in reading and mathematics in Vietnam     

Patrick Griffin 《Educational Research for Policy and Practice》2008,7(1):57-70

This article reports results derived from the national study of Grade 5 in Vietnamese primary schools in which teachers and pupils took tests in reading and mathematics. The test data were calibrated so that teacher and pupil results could be mapped onto the same continuum. Results showed that the overlapping tests for teachers and pupils were appropriate for the pupils and easy for the teachers. Fit to the Rasch model indicated that the sets of items in both the reading and mathematics tests were each measuring a single domain. Teacher performances were predictably higher than those of the pupils. But there was a considerable overlap in scaled scores indicating that many Grade 5 pupils were out-performing a sub- sample of teachers. Of great concern were the analyses of aggregated results at provincial level. It was clear that the distribution of teacher competence in reading and mathematics was related to location of the provinces, and alarmingly so too was the distribution of pupil competence. The relationship between teacher and pupil competence was linear and indicated that pupil chances of improved learning were strongly linked to the competence of the teacher.  相似文献   

Time for curriculum reform: the case of mathematics     

Andrew Noyes  Geoff Wake  Pat Drake 《Curriculum Journal》2013,24(4):511-528

Mathematics education is rarely out of the policy spotlight in England. Over the last 10 years, considerable attention has been given to improving 14–19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project (MPP). From 2004 to 2010 this project, which was directed by England's Qualifications and Curriculum Authority, aimed to improve the engagement, attainment and participation rates of 14- to 19-year-old learners of mathematics. Our particular focus is upon the temporal problems of piloting new curriculum and assessment and we draw on Lemke's discussion of timescales, heterochrony and the adiabatic principle to consider the interlocking and interference of various change processes.  相似文献   

Historical Study as Ethical and Political Action     

Pat J. Gehrke 《Quarterly Journal of Speech》2013,99(3):355-357

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DEVELOPING CURRICULA FOR GRANDPARENTS IN JAPAN     

Robert Strom  Shirley Strom  Pat Collinsworth  Saburo Sato  Katsuko Makino  Yasuyuki Sasaki 《Educational gerontology》2013,39(8):781-794

The purpose of this study was to determine how three generations view the contribution and needs of grandparents in Japan. A sample consisting of 239 grandparents, 266 parents, and 274 grandchildren from, urban and rural areas completed the Grandparent Strengths and Needs Inventory (Strom & Strom, 1993). Grandparents reported more satisfaction, success, and involvement in teaching than was observed by parents or grandchildren. Grandparents experienced greater difficulty as well as frustration and saw themselves as less informed about their role than was reported by younger people. Significant main effects were generation, grandchild gender, grandchild age, generations living together, frequency of grandchild care by the grandparent, and amount of time the generations spent together. Implications for building curricula and guidelines for program development are identified.  相似文献   

Focus on Music 2. Exploring the musicality of children and young people with retinopathy of prematurity – By Adam Ockelford and Christine Matawa     

Pat Lloyd 《British Journal of Special Education》2010,37(3):163-164

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Move over Rover! An essay/assay of the field of educational management in the UK     

Pat Thomson 《教育政策杂志》2013,28(6):717-732

UK educational administration scholars have undertaken a survey to redefine the field of knowledge in educational management and/or administration. In responding to the resulting corpus of work, I argue that that this is an exercise in ‘turf talk’. I draw on theorizations of the socio-spatialities of fields of knowledge to consider educational management and/or administration and its border scuffles with policy sociology and the exclusion of debates about knowledge and truth claims that characterize the ‘new humanities’. I suggest that the lack of regard accorded the situated empirical and practical knowledges of practitioners, and the invisibility in the analyses of the active role of head teacher professional associations in the current context, places the academy in an adversarial position vis-á-vis practitioners. As government moves to make research ‘more useful’, and positions academics as training providers and management consultants for head teachers, I propose that educational management and/or administration scholars must move over to share ground and dialogue with the emerging head teacher profession.  相似文献   

Student teachers can learn from each other     

Robert J. Griffin 《Peabody Journal of Education》2013,88(5):283-289

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