Books received     

Philip S. Morse 《Peabody Journal of Education》2013,88(4):303-308

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Editorial     

Philip J. Hills 《International Journal of Information Management》2011,31(4):305-306

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Provision for youngsters with autistic spectrum disorders in mainstream schools: what parents say — and what parents want     

Philip Whitaker 《British Journal of Special Education》2007,34(3):170-178

Relatively little research has focused on parental perceptions and experience of educational provision in mainstream settings for children and young people with autism. Much of that which has been undertaken (and certainly that which is most widely cited) has tended to rely on samples which may not be sufficiently representative. In the study reported here, Philip Whitaker, of the Children and Young People's Service in Northamptonshire sought the views of every parent or carer of a child with an autistic spectrum condition living within one English county. Almost half the parents of the 350 children attending mainstream schools responded to a questionnaire exploring their experiences, views, attitudes and levels of satisfaction. The analysis looks at the differences and similarities between the experiences and views of the 'satisfied' and 'dissatisfied' groups of parents.
Overall, 61% of respondents reported themselves satisfied with the provision being made for their children. The extent to which parents felt that school staff understood (and empathised) with their children's difficulties, and the perceived flexibility of the schools' responses to the children's needs were the factors which most sharply differentiated the two groups of parents. The extent and quality of reciprocal communication between home and school also seemed strongly associated with levels of satisfaction. The two groups of parents shared many concerns, with the schools' role in promoting social development and social relationships emerging as a high priority. Philip Whitaker discusses the implications of these findings for schools and for the development of local authority provision founded in mainstreaming.  相似文献   

By the Book: Twenty-five Years of Writing About Special Education     

Philip Garner 《British Journal of Special Education》1999,26(1):61-64

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A cross-cultural study of a multinational company: Attitudinal responses to participative management: Dietrich L. Schaupp Praeger Publishers, 1978, pp. xi + 166     

Philip G. Benson 《Int J Intercult Relat》1980,4(1):125-130

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Towards an indigenous African educational discourse: a philosophical reflection     

Philip Higgs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,54(3-4):445-458

The liberation of Africa and its peoples from centuries of racially discriminatory colonial rule and domination has far reaching implications for educational thought and practice. The transformation of educational discourse in Africa requires a philosophical framework that respects diversity, acknowledges lived experience and challenges the hegemony of Western forms of universal knowledge. In this article, the author argues that indigenous knowledge, as a system of African knowledge, can provide a useful philosophical framework for the construction of empowering knowledge that will enable communities in Africa to participate in their own educational development.  相似文献   

The training of pedagogical staff for adult education a conference organized by the European Bureau of Adult Education Brussels and Bergen (Holland), December 1961     

Philip Hopkins 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,8(2):242-243

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A dynamic model of the head acceleration associated with heading a soccer ball     

Philip E. Riches 《Sports Engineering》2006,9(1):39-47

This study develops a dynamic model of head acceleration, which incorporates physiologically related neck muscle contributions, to further the understanding of the mechanical behaviour of the head-neck system during soccer heading. An inverted pendulum is combined with a linear visco-elastic element to model the head-neck system following a half-sine input force. Model parameter values were varied to obtain agreement with previously published experimental data (Naunheimet al., 2003), and were subsequently compared to literature values. The model predicted the same mechanical angular kinematics as observed experimentally both during and post impact. The greatest acceleration was in the anterior direction at the instant the ball left the head, attributed to the elastic stiffness of the neck musculature. The head-neck stiffness and damping coefficients determined from the model (350 N m rad^-1 and 4 N m s rad^-1, respectively) were similar to those reported elsewhere when subjects were asked to resist maximally. The model may be subsequently used to investigate differences in technique and ability with respect to the salient model parameters to further our biomechanical understanding of soccer heading.  相似文献   

Towards diversity and adaptability: An Australian view of Governmentally supported science     

John R. Philip 《Minerva》1978,16(3):397-415

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Reflections and comparisons     

Philip J. van der Eijk 《Metascience》2006,15(3):557-561

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