The views of primary pupils on school attendance at Key Stage 2 in Wales     

Ken Reid  Caroline Challoner  Ann Lancett  Glenda Jones  Gwion Ap Rhysiart  Sally Challoner 《Educational studies》2010,36(5):465-479

This paper provides new empirical evidence on primary pupils’ views on school attendance in Wales at Key Stage 2. The research was conducted as part of the specific evidence commissioned by the Welsh Assembly Government (WAG) for the National Behaviour and Attendance Review (NBAR) in Wales which was chaired by the lead author. The findings indicate that nearly every child and young person who participated in the specially convened focus groups, in practically every setting, had a good awareness of the benefits of attending school regularly. They were all acutely aware of the potential consequences of non‐attendance both within their current setting and as it could potentially affect their later chances in life. They also understood the law regarding school attendance. They were clear about the attendance regulations within their own school settings. They were however, particularly concerned about bullying in all its forms, the use of supply teachers and “boring” teaching styles. Rewards for good attendance were generally appreciated. The implications of the findings are considered. This paper is the first of its kind to be undertaken in Wales and in the field of school attendance and opens up considerable possibilities for further research.  相似文献   

Capturing the Women's Army Corps: The World War II Photographs of Captain Charlotte T. McGraw Françoise Barnes Bonnell and Ronald Kevin Bullis. Albuquerque: University of New Mexico Press, 2013.          下载免费PDF全文

Sally E. Parry 《Journal of American culture (Malden, Mass. : 2003)》2016,39(2):241-242

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Why do we bother to copy‐edit?     

Sally Morris 《Learned Publishing》2007,20(3):163-164

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Recommended reading and viewing     

Hartman S  Hill PD 《The Journal of perinatal education》2003,12(2):52-53

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Learned journals and the communication of research     

Sally Morris 《Learned Publishing》1998,11(4):253-258

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图书馆馆际间的合作：全球性的进展   总被引：7，自引：0，他引：7  

马迪娜著  曾程双修译 《中国图书馆学报》2008,34(1)

作者鼓励图书馆专业人员,不单要为自己的图书馆尽心尽力,也要走出自己的图书馆,贡献才智与全世界数字图书馆链接。为了达到提供更快的服务,把好的资源信息送到更边远的地区,作者列举近年来图书馆界馆藏数字化的多项工程的进展,说明图书馆馆际间合作的必要性,因为工程浩大,影响深远,需要靠跨国界、跨行业、跨机构的参与、精诚地合作、克服挑战和经费的大力支持。作者更鼓励图书馆专业人员,贡献一己之力,来完成服务无围墙的世界图书馆的宏愿,做一个真正的世界图书馆人。参考文献43。  相似文献   

Destructive Creation: American Business and the Winning of World War II Mark R. Wilson. University of Pennsylvania Press, 2016.          下载免费PDF全文

Sally E. Parry 《Journal of American culture (Malden, Mass. : 2003)》2017,40(3):280-281

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A Comparison of Professional Development Models for Teachers of Primary Mathematics and Science     

Russell Tytler  Ron Smith  Peter Grover  Sally Brown 《Asia-Pacific Journal of Teacher Education》1999,27(3):193-214

The authors have been involved in two substantial Australian teacher professional development projects, with the Mathematical Association of Victoria and with the Science Teachers’ Association of Victoria, which focused, respectively, on a whole‐school professional development and an extended workshop programme. The research described in this paper explores the experiences of participants in these two programmes, in order to identify the advantages and limitations of each type of professional development model in supporting teacher development, and the different needs of teachers in relation to mathematics and science. The findings from a questionnaire, supported by participant interviews, show a range of differences in experience and outcomes due to programme style and subject area. These are used to suggest a developmental framework for conceptualizing teacher professional development needs.  相似文献   

Spelling errors as a window on variations in phonological deficits among students with dyslexia     

Diane J. Sawyer Ph.D.  Sally Wade Ph.D.  Jwa K. Kim Ph.D. 《Annals of dyslexia》1999,49(1):135-159

Characteristics of spelling development and spelling error patterns were examined in 100 schoolchildren (aged 7 to 15 years) previously identified as dyslexic with specific phonological weaknesses. Within a severely restricted range, spelling development generally followed a normal course despite wide individual variation. The group was divided using two different spelling criteria: (1) global spelling stage, and (2) a split based on the number of spelling confusions involving phonetically similar consonants. Comparisons using either criterion led to the conclusion that better spellers are also better readers and are more skilled in phoneme manipulation. Regression analyses suggested that measures of phonemic segmenting and manipulation make independent contributions to the acquisition of word reading. Phoneme segmenting explained significant variance only when students were subdivided according to errors in coding confusable consonants. Implications for instruction are considered.  相似文献   

A definition of dyslexia   总被引：17，自引：0，他引：17  

G.?Reid?LyonEmail author  Sally?E.?Shaywitz  Bennett?A.?Shaywitz 《Annals of dyslexia》2003,53(1):1-14

This paper elaborates on the components of a working definition of developmental dyslexia. It follows the general format of a paper by Lyon published in Annals of Dyslexia in 1995, which elaborated on a working definition proposed in 1994 (Lyon, 1995). The current definition agreed on by the work group updates and expands on the working definition from 1994.  相似文献