Grey literature in the life of GESAMP,an international marine scientific advisory body     

Bertrum?H.?MacDonaldEmail author  Ruth?E.?Cordes  Peter?G.?Wells 《Publishing Research Quarterly》2004,20(1):25-41

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Practical considerations when supporting transitions for pupils with speech,language and communication needs     

Ruth Perfitt 《British Journal of Special Education》2013,40(4):189-196

This article investigates the impact of transitions upon pupils aged 11–14 with speech, language and communication needs, including specific language impairment and autism. The aim is to identify stress factors, examine whether these affect any subgroups in particular and suggest practical strategies to support pupils through transitions. Stress factors discussed include homework, bullying, independent learning and social situations. The compared subgroups include pupils with diagnosis of SLI and autism, those receiving free school meals and those not, and pupils achieving at different National Curriculum levels. The sample is too small to be representative or generalisable but some recommendations for practice are given.  相似文献   

POLITICS: Politics Page UK     

Ruth Germain 《British Journal of Special Education》2008,35(3):182-184

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Politics Page UK     

Ruth Germain 《British Journal of Special Education》2007,34(1):59-60

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Who Owns the Unexpected? Insights from Antigone for Don Lamberton’s economic question     

Ruth F.G. Williams 《普罗米修斯》2015,33(4):421-430

Dissent and assent contribute to new information and knowledge in that they foster ideas, avert errors and counter misplaced beliefs. Although intended to facilitate progress, innovation and creativity, dissent may be opposed by the closed mind and defensive mindset. Don Lamberton encountered a specific mindset in his own duties to scholarship in economics. Thus, the perspective of dissent is a fitting way to pay homage to his scholarship. However, this paper is also a lament. It gives an interpretation of Antigone from political philosophy which depicts Antigone rocking an ideological boat harboured by the polis. The silencing of Antigone’s voice results in unexpected losses in the oikos. This is the sort of tragedy threatening critical and innovative scholarship in the twenty-first century.  相似文献   

The formulation and transition of China’s educational policy from 1978 to 2007: A policy discourse analysis     

Ruth Hayhoe 《Frontiers of Education in China》2015,10(1):164-166

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探索有效终身学习之指标:“学习能量”及其动态测评     

任凯  鲁思·迪肯·克瑞克 《教育学报》2011,7(6)

“学习能量”有关学习的倾向、态度和价值观,是英国教育界近年来出现的讨论“学会学习”的一种新的话语.它包含了改变与学习、意义建构、探究意识、创造力、学习关系、战略意识和心理弹性七大维度.“有效终身学习指标”作为其动态测评工具,对教学和科研的意义重大.“学习能量”为切实改进教学法、进行课程变革、开展个性化学习以及发展终身学习型社会提供了有力的理论依据和实践框架.它最大的创新之处在于激发并解放了学习者终身学习的能动性,对进一步深化中国的教育改革有着重要的启示.  相似文献   

High school boys’ and girls’ writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?     

Ruth Villalón  Mar Mateos  Isabel Cuevas 《教育心理学》2015,35(6):653-674

This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students’ writing conceptions. Educational implications and further research are discussed.  相似文献   

Cross-cultural Perspectives of Successful Aging: Young Turks and Europeans     

Theodore D. Cosco  David Brehme  Nora Grigoruta  Lisa-Katrin Kaufmann  Liis Lemsalu  Ruth Meex 《Educational gerontology》2015,41(11):800-813

Successful aging (SA) has been conceptualized in a number of ways. Despite increasing research into how laypersons define SA, few studies capturing lay perspectives of SA in younger cohorts and in non-English speaking countries have been undertaken. The current study examines cross-cultural perspectives of SA in young (aged 18–35), lay adults from a variety of continental European countries and Turkey. Participants were recruited via snowball sampling from social network sites and invited to participate in an online survey. Persons between 18–35 years from Belgium, Estonia, Germany, Netherlands, Romania, Switzerland, or Turkey were included. Respondents (total: 390; Belgian: 32; Estonian: 96; German: 76; Romanian: 47; Swiss: 39; Dutch: 30; Turkish: 70), were primarily women (56.4%) and students (66.2%), with an average age of 24.1 years (SD 3.7). Personal resources, social and active engagement all emerged as dominant themes across countries, but were articulated in subtly different ways in the participant countries. Positive perspectives, desirable attributes and satisfaction themes were intertwined within themes of acceptance and engagement. The current study provides a first step in the inclusion of geographic and cultural diversity into the SA literature. These results suggest that layperson conceptualizations of SA have broad-sweeping similarities, but further research is required to articulate the nuance of cultural influences on SA.  相似文献   

Embedded creative workers and creative work in education     

Ben Goldsmith  Ruth Bridgstock 《Journal of Education & Work》2015,28(4):369-387

This article is concerned with the many connections between creative work and workers, and education work and industries. Employment in the education sector has long been recognised as a significant element in creative workers’ portfolio careers. Much has been written, for example, about the positive contribution of ‘artists in schools’ initiatives. Australian census analyses reveal that education is the most common industry sector into which creative workers are ‘embedded’, outside of the core creative industries. However, beyond case studies and some survey research into arts instruction and instructors, we know remarkably little about in which education roles and sectors creative workers are embedded, and the types of value that they add in those roles and sectors. This article reviews the extant literature on creative work and workers in education, and presents the findings of a survey of 916 graduates from creative undergraduate degrees in Australia. The findings suggest that education work is very common among creative graduates indeed, while there are a range of motivating factors for education work among creative graduates, on average they are satisfied with their careers, and that creative graduates add significant creative-cultural and creative-generic value add through their work.  相似文献