Pedagogies from No-Where, a Review of Edutopias: New Utopian Thinking in Education     

Tyson  Lewis 《Educational Philosophy and Theory》2007,39(2):216-220

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Reviews     

M. Joy Lewis 《Health information and libraries journal》1985,2(4):224-225

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‘Teamwork’ or ‘Working as a Team’? The Theory and Practice of Top Team Working in UK Higher Education     

Steve Woodfield  Tom Kennie 《Higher Education Quarterly》2008,62(4):397-415

This article focuses on the theory and practice of teamwork in ‘top management teams’ in UK higher education institutions. It is informed by some of the key findings from a recent two‐year research project sponsored by the Leadership Foundation for Higher Education that investigated the different ways in which UK higher education institutions organise their ‘top management’ and ‘senior management’ structures ( Kennie and Woodfield, 2008 ). The authors discuss literature from the corporate and higher education sectors on the meaning of ‘teamwork’ in top teams (e.g. Bensimon and Neumann, 1993 ; Katzenbach, 1998 ; Wageman et al., 2008 ) and relate the findings to the challenges of top level team working in higher education settings. Particular issues discussed include: the terminology related to higher education top teams, areas of decision‐making and time‐management, team orientation and agenda setting, team behaviours and team roles, team performance and evaluation, location, logistical support and resources, and team development. The authors conclude that the challenges of top team working in higher education settings are similar to those found in the corporate sector, albeit nuanced by different organisational cultures, and suggest some key principles to help top teams in higher education institutions improve their ability to work effectively together.  相似文献   

Municipal engineering—A study of street pavements     

Lewis M. Haupt 《Journal of The Franklin Institute》1889,128(6):440-463

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Skills, Socrates and the Sophists: Learning from History     

Steve Johnson 《British Journal of Educational Studies》1998,46(2):201-213

The Sophists, and the Socratic response they provoked, are considered in order to elucidate issues raised by present-day skill-talk. These issues include: whether skills avoid questions of ends and truth; the existence of general skills, such as critical thinking; the importance of knowledge; skills and the personality; and some implications for teaching and philosophy.  相似文献   

A developmental study of information processing within the first three years of life: response decrement to a redundant signal     

M Lewis  S Goldberg  H Campbell 《Monographs of the Society for Research in Child Development》1969,34(9):1-41

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Professional Reading     

Steve Brantley 《Public Services Quarterly》2019,15(3):233-234

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Infant Attachment Security and Early Childhood Behavioral Inhibition Interact to Predict Adolescent Social Anxiety Symptoms          下载免费PDF全文

Erin Lewis‐Morrarty  Kathryn A. Degnan  Andrea Chronis‐Tuscano  Daniel S. Pine  Heather A. Henderson  Nathan A. Fox 《Child development》2015,86(2):598-613

Insecure attachment and behavioral inhibition (BI) increase risk for internalizing problems, but few longitudinal studies have examined their interaction in predicting adolescent anxiety. This study included 165 adolescents (ages 14–17 years) selected based on their reactivity to novelty at 4 months. Infant attachment was assessed with the Strange Situation. Multimethod BI assessments were conducted across childhood. Adolescents and their parents independently reported on anxiety. The interaction of attachment and BI significantly predicted adolescent anxiety symptoms, such that BI and anxiety were only associated among adolescents with histories of insecure attachment. Exploratory analyses revealed that this effect was driven by insecure‐resistant attachment and that the association between BI and social anxiety was significant only for insecure males. Clinical implications are discussed.  相似文献   

Mixed messages: public communication about higher education and non-traditional students in Australia     

Collette Snowden  Sally Lewis 《Higher Education》2015,70(3):585-599

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Funding,reputation and targets: the discursive logics of high-stakes testing     

Steven Lewis  Ian Hardy 《Cambridge Journal of Education》2015,45(2):245-264

This paper provides insights into teacher and school-based administrators’ responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program – Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault’s notions of disciplinary power and subjectivity, and Pierre Bourdieu’s concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the ‘field of schooling practices’. The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate.  相似文献