The Man Who Sold the First McDonald's Hamburger     

Phillip Fitzell 《Journal of American culture (Malden, Mass. : 2003)》1978,1(2):392-397

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The relationship between age and teaching performance     

I. Phillip Young  A. Will Place 《Journal of Personnel Evaluation in Education》1988,2(1):43-52

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A departmental self-portrait: Reflections upon the Duke EnglishNewsletter     

Phillip B. Anderson 《Academic Questions》1990,4(1):51-58

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Competition,education and assessment: connecting history with recent scholarship     

Robert Nelson  Phillip Dawson 《Assessment & Evaluation in Higher Education》2017,42(2):304-315

In this article, we investigate competition in education, asking if it is good or bad, and especially if it is old and necessary or new and questionable. Using philological methods, we trace the history of competition and relate it to contemporary educational ideas. In history and modern pedagogical research, competition has a ‘dark side’ as well as energising qualities. We question the inseparability of competition and education, and, weighing up the moral and pedagogical benefits and dangers, we advocate moderation in educational competition.  相似文献   

Quality of Life Outcomes for Young Children with Disabilities: Legislative and Service Delivery Implications     

Phillip S. Strain  Keith Storey  Deborah J. Smith 《Early education and development》1991,2(1):40-53

Improving the quality of life for people with disabilities through early intervention has been a major focus over the past 20 years. However, much of the direction of intervention has been upon quality of process rather than upon quality of outcome. If early intervention is to have a significant impact upon the lifestyles of people with disabilities, it is important that a longitudinal perspective be adopted and quality of life defined and appropriate measures developed. In this paper a longitudinal perspective on early intervention is discussed along with quality of outcome and programmatic features of quality programs.  相似文献   

Policies,Agendas, and Practices Influencing Doctoral Education in Physical Education Teacher Education     

Phillip Ward 《Quest (Human Kinetics)》2016,68(4):420-438

ABSTRACT

If teaching physical education is a moral activity, it follows that there is a moral component to the preparation of teachers of physical education and thus a moral component to the preparation of teacher educators. In this article, I examine the major policies, agendas, and practices that influence doctoral preparation in physical education teacher education. I argue from both a utilitarian and realist perspective that we can best serve children and youth in schools by being knowledgeable of the contexts and effects of these policies, agendas, and practices in educating future professors of physical education teacher education.  相似文献   

Aspects of Metacognitive Knowledge about Reading     

Phillip J. Moore 《Journal of Research in Reading》1983,6(2):87-102

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The effects of strategy training on high school students’ learning from science texts     

Phillip John Moore  Jill Janina Scevak 《European Journal of Psychology of Education - EJPE》1995,10(4):401-409

This research examines the effects of a reciprocal teaching intervention aimed at providing high school students. with a repertoire of strategies to integrate text and visual aid information (graphs, diagrams) while learning in science. Experimental subjects received an hour of instruction each week for 7 weeks using SLIC (Summarise, Link, Image, Check) strategies to integrate the written word with the visual aid while Controls were taught under normal class teaching methods using the same materials. Post test ANOVA’s with Treatment (Experimental, Control) and Reading Ability (Average, Below average) as the factors showed superior recall of details by average ability students in the Experimental group but no significant differences in main idea recall nor on comprehension questions. All Experimental students included a graph in their recalls and they also significantly included more linking information in their texts on the graphs. The quality of their recall graphs was superior to those of the Control group. The results of a far transfer test showed no effects of training on transfer. Implications for future research and for teaching are discussed.  相似文献   

Lifeworld and textualism: reassembling the researcher/ed and ‘others’     

Phillip G. Payne 《Environmental Education Research》2005,11(4):413-431

This response to McKenzie’s ‘post‐post’ concerns about environmental education research draws upon empirical, conceptual, anecdotal, metaphorical, imaged and poetic means to help the researcher ‘reassemble’ the researcher/ed by attending to her/his relational body and embodiment of various, often hegemonic, socially constructed environmental relations. The purpose is to reconcile body/lifeworld experiences and their sources (socio‐ecological ontology) with mind/text meaning‐making and representational strategies (epistemology) in methodologically advancing the capacity and claims of researchers to legitimize and politicize the aims, methods and consequences of their research. The paper concludes with the contours of a ‘post‐critical’ map for environmental education research.  相似文献   

Comments on “the effect of experimental science on development of logical thinking in children”     

Ronald G. Good  Lehman Barnes  Tanner Girard  Phillip Horton  Guy Morin 《科学教学研究杂志》1978,15(1):91-94

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