Why Hacking is Wrong about Human Kinds   总被引：2，自引：0，他引：2  

Cooper  Rachel 《The British journal for the philosophy of science》2004,55(1):73-85

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Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students     

Yvette Solomon  Duncan Lawson  Tony Croft 《Gender and education》2011,23(5):565-583

Many learners may be successful in mathematics but nevertheless see themselves as existing only on the margins of the practice, or as lacking stability in it – in this sense, they have what can be called a fragile identity. Although this kind of relationship with mathematics is not limited to girls and women, they do appear to express such fragile identities more often or more readily. Drawing on qualitative and quantitative data from undergraduates in three English universities, this paper presents an analysis of the way in which university mathematics is differentially experienced by men and women, and of the part this may play in women’s ongoing narratives of self as mathematicians. It is suggested that some women resist traditional positionings in the mathematics world, drawing on local resources which enable a sense of agency as successful students and a refiguring of their relationships with mathematics.  相似文献   

Scripted collaboration in serious gaming for complex learning: Effects of multiple perspectives when acquiring water management skills     

Hans G. K. Hummel  Jasper van Houcke  Rob J. Nadolski  Tony van der Hiele  Hub Kurvers  Ansje Löhr 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):1029-1041

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Learning/work: Turning work and lifelong learning inside out     

Shirley Walters  Linda Cooper 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,9(1):27-38

CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation. This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between “core” and “periphery”, between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts. The authors of this article draw substantially on research from around the world and argue for the re-insertion of “politics and power” into both the theory and practice of “lifelong learning” and “work”.  相似文献   

School Library Media Specialist-Teacher Collaboration: Characteristics, Challenges, Opportunities     

O. P. Cooper  Marty Bray 《TechTrends》2011,55(4):48-55

The most successful school library media specialists are those who collaborate with teachers as full partners in the instructional process. Without assertive action by the school library media specialist, however, school administrators and teachers are likely to be more aware of the media specialist’s administrative role than the roles of teacher, instructional partner, and information specialist. Reductions to library media staff and finding common planning time are examples of serious challenges, but these are not insurmountable. In the context of well-planned instructional projects, collaboration with teachers is a primary way that school library media professionals can demonstrate that their work is a vital part of the academic life of their schools, and a positive factor in improving student achievement.  相似文献   

Is the informationist a new role? A logic model analysis     

I. Diane Cooper 《Journal of the Medical Library Association》2011,99(3):189-192

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Bandpass sorting of heterogeneous cells using a single surface acoustic wave transducer pair     

Gergely Simon  Caroline Busch  Marco A. B. Andrade  Julien Reboud  Jonathan M. Cooper  Marc P. Y. Desmulliez  Mathis O. Riehle  Anne L. Bernassau 《Biomicrofluidics》2021,15(1)

Separation and sorting of biological entities (viruses, bacteria, and cells) is a critical step in any microfluidic lab-on-a-chip device. Acoustofluidics platforms have demonstrated their ability to use physical characteristics of cells to perform label-free separation. Bandpass-type sorting methods of medium-sized entities from a mixture have been presented using acoustic techniques; however, they require multiple transducers, lack support for various target populations, can be sensitive to flow variations, or have not been verified for continuous flow sorting of biological cells. To our knowledge, this paper presents the first acoustic bandpass method that overcomes all these limitations and presents an inherently reconfigurable technique with a single transducer pair for stable continuous flow sorting of blood cells. The sorting method is first demonstrated for polystyrene particles of sizes 6, 10, and 14.5 μm in diameter with measured purity and efficiency coefficients above 75 ± 6% and 85 ± 9%, respectively. The sorting strategy was further validated in the separation of red blood cells from white blood cells and 1 μm polystyrene particles with 78 ± 8% efficiency and 74 ± 6% purity, respectively, at a flow rate of at least 1 μl/min, enabling to process finger prick blood samples within minutes.  相似文献   

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade   总被引：1，自引：0，他引：1  

Carol McDonald Connor  Beth M. Phillips  Michael Kaschak  Kenn Apel  Young-Suk Kim  Stephanie Al Otaiba  Elizabeth C. Crowe  Shurita Thomas-Tate  Lakeisha Cooper Johnson  Christopher J. Lonigan 《Educational Psychology Review》2014,26(3):379-401

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‘A Flame More Bright Than Lasting’: the Tory party,political reform and educational change 1865‐1870     

Tony Taylor 《Journal of educational administration and history》1991,23(2):62-74

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Personal construct psychology as a constructivist approach to learning     

Dr Tony Fetherston 《Research in Science Education》1994,24(1):370-370

This paper proposes that Kelly's Personal Construct Psychology deserves examination as a constructivist basis for science teaching and learning. It argues that because of the explicit nature of the psychology, the clear definition of learning and meaning and the integration of affective, psychomotor and cognitive dimensions of learning, the psychology has much to offer science education.  相似文献