The Encyclopaedia: Origins and Organisation     

Rosemary Auchmuty 《Children‘s Literature in Education》2000,31(3):147-158

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Preface     

Fiona Leach  Rosemary Preston 《Compare》2000,30(3)

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Sir Alan Peacock (ed.), Does The Past Have a Future? The Political Economy of Heritage; Michael Hutter and Ilde Rizzo (eds.), Economic Perspectives on Cultural Heritage     

Rosemary Clarke 《Journal of Cultural Economics》2000,24(3):257-260

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Immigrant children promoting environmental care: enhancing learning,agency and integration through culturally-responsive environmental education     

Natasha Blanchet-Cohen  Rosemary C. Reilly 《Environmental Education Research》2017,23(4):553-572

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Peer partnership to enhance scholarship of teaching: a case study     

Alan Barnard  Waveney Croft  Rosemary Irons  Natalie Cuffe  Wasana Bandara  Pamela Rowntree 《高等教育研究与发展》2011,30(4):435-448

This paper reports on the outcomes of a peer partnership program trialled at the Queensland University of Technology (QUT), Australia. The program was designed based on a community of practice methodology to bring together academic staff for the purpose of advancing teaching practice. The program encouraged professional and supportive environments for the purpose of critical reflection and personal development. The belief was that quality teaching is core business and vital to university organisational goals. Peer partnership programs support improvement in teaching and learning. Participants in the program reported the program enhanced their commitment and insight into teaching and that there is willingness to be involved if supported by colleagues and an organisation. Feedback from participants in the program was positive and outcomes arising from the QUT Peer Partnership Project were the development of an online peer partner tool-kit, staff development training, an instructional DVD and integration of the project goals within QUT staff development programs.  相似文献   

The Ashgate research companion to fan cultures,edited by Linda Duits,Koos Zwaan,and Stijn Reijnders     

Rosemary Lucy Hill 《Popular Communication》2016,14(4):238-240

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How technology for comprehension training can support conversation towards the joint construction of meaning     

Nicola Yuill  Darren Pearce  Lucinda Kerawalla  Amanda Harris  Rosemary Luckin 《Journal of Research in Reading》2009,32(1):109-125

Two studies assessed the role of Separate Control of Shared Space (SCoSS) technology in supporting peer collaborative discussion and comprehension. We hypothesised that providing equitable shared input to two literacy tasks (both good predictors of comprehension skill) would support discussion to promote the joint construction of meaning, and hence individual progress. Study 1: 50 7–9‐year‐olds took a reading‐specific multiple classification (RMC) pre‐test, categorising words on two dimensions, before training on the task in pairs using SCoSS, dual‐control or individual technology. Discussion produced more accurate post‐test classification performance and SCoSS was associated with higher frequency of statements during training that combined both RMC dimensions (surface form and meaning of words). Study 2: 12 8–9‐year‐olds were pre‐tested on story recall and worked in pairs on a SCoSS‐supported story construction task, requiring collaborative inference‐making, hypothesis generation and selection. Post‐test story recall was predicted by the frequency of deductive causal statements during training. We discuss how technology can be used to promote collaboration and discussion that supports joint understanding and individual comprehension development.  相似文献   

Management in the Public and Private Sector     

Rosemary Stewart 《Higher Education Quarterly》1992,46(2):157-165

This paper, drawing on a six-country study, summarises the pressures to change on organisations and managers in both public and private sectors. The differences and similarities between the experiences of managers in the two sectors are drawn out and some conclusions about the lessons each can learn from the other are suggested.  相似文献   

Foreword     

Rosemary F. Bowler 《Annals of dyslexia》1989,39(1):vii-vii

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Reconceptualizing perceptual development: The identification of some dimensions of spatial competence in young children     

Rosemary A. Rosser  John Mazzeo  Patricia F. Horan 《Contemporary educational psychology》1984,9(2):135-145

In this examination of young children's acquisition of geometric skills, spatial performances were conceptualized as specific combinations of actions applied within stimulus contexts. Since both actions and context can vary, a number of different combinations can be specified. In this study, the relationships among eight such combinations were examined and predicted patterns compared with observed ones. Fifty-four 3-, 4-, and 5-year-old children were presented with 24 geometric displays depicting a variety of geometric relations. Subjects were required to either match or recall the displays in both a reconstruction and a recognition task format thereby responding across different types of action demands. The geometric displays depicted information organized either around a single axis (horizontal or vertical) or around both axes, the variation in context. The results of a mixed design ANOVA revealed a good fit with the hypothesized predictions. The findings are discussed in terms of the development of spatial skills, information theory, and of skill generalization.  相似文献