Developing curriculum for canadian schools: What we learned from the atlantic salmon     

Gary J. Anderson  Ann E. Brimer  Muriel Cooper 《Interchange》1977,8(4):16-31

  相似文献   

A Different Angle: English teaching and its narratives     

Tony Burgess 《Changing English: An International Journal of English Teaching》1996,3(1):57-77

  相似文献   

Thinking with certainty or with doubt: a Lacanian theorisation of discursive knowledge in teacher education     

Chris Hanley  Tony Brown 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):306-318

ABSTRACT

The paper presents a theorisation of pedagogic knowledge formation, as a continuous attempt to understand the positions in discourse we occupy. The paper documents some participatory practitioner research by teacher educators centred on a course development initiative for student teachers of English, at an English university. Students researched their experiences of becoming a teacher within a course that was largely school-based, whilst their tutors researched their own involvement in the process (the main focus of this paper). Drawing on Lacanian theory, tutors are depicted as learning subjects having more or less certainty or doubt about the knowledge they possess. In attempting to understand this interplay of certainty and doubt, tutors arrive at stronger conceptualisations of learning. Through this approach, the paper provides a theoretically informed conception of professional knowledge, as involving a process of renewing ideas about learning, in meeting or resisting external demands.  相似文献   

Horizons,themes and pretensions: How Sally Solved The Mystery of ‘Tom's Midnight Garden’     

Tony Martin 《Literacy》1985,19(1):13-19

  相似文献   

Prevalence,School Progress and Referral of Mildly Retarded Children in Regular Classes     

Tony Cooper  Keri Wilton  Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11

This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services.  相似文献   

Obituary ‐ Jane Rowlands (nee Barton)     

Tony McSen 《Health information and libraries journal》2007,24(2):150-152

  相似文献   

Chronicling the Emergence of Human Performance Technology     

Tony O'Driscoll 《Performance Improvement》2015,54(6):34-47

  相似文献   

Computational neuroscience: a frontier of the 21st century     

Xiao-Jing Wang  Hailan Hu  Chengcheng Huang  Henry Kennedy  Chengyu Tony Li  Nikos Logothetis  Zhong-Lin Lu  Qingming Luo  Mu-ming Poo  Doris Tsao  Si Wu  Zhaohui Wu  Xu Zhang  Douglas Zhou 《国家科学评论(英文版)》2020,7(9):1418

  相似文献   

To what extent does attention affect K-ABC scores?     

Michael Gordon  David Thomason  Shermie Cooper 《Psychology in the schools》1990,27(2):144-147

  相似文献   

Training tips for managers     

Tony Moore 《Performance Improvement》1996,35(5):10-11

  相似文献