The rise and fall of a scientific superstar     

Wade N 《New scientist (1971)》1981,91(1272):781-782

  相似文献   

Does media affect learning: where are we now?     

Hastings  Nancy B.  Tracey  Monica W. 《TechTrends》2005,49(2):28-30

TechTrends - A careful review of the arguments and counter arguments presented by Clark (1983; 1994) and Kozma (1991; 1994), responses published in the past 20 years (Jonassen, Campbell &...  相似文献   

Democratic and Anti-Democratic Regulators of the Internet: A Framework     

Michael L. Best  Keegan W. Wade 《The Information Society》2007,23(5):405-411

We employ Lessig's framework of regulation to conceptualize the relationship between the Internet and democracy. Lessig defines four classes of regulators, forces that control and define systems such as the Internet. They are markets, architectures, norms, and laws. We propose that a “democratic regulator” is a force that serves to enhance civil or political liberties. And we argue by example that there are democratic (and, indeed, anti-democratic) regulators that control aspects of cyberspace. Expressing the democratic effects of the Internet in this manner may prove useful for future comparisons across existing Internet and democracy theories, especially in the realm of quantitative analyses.  相似文献   

Interpretative Responses to English Educational Television     

B. Wade  R. A. Poole 《Learning, Media and Technology》1985,11(3):171-176

The paper is concerned with the need to stimulate and evaluate pupils’ responses to educational television broadcasts in English. In particular, it presents a comparative assessment of written follow‐up work during a series of broadcasts. Case study methods are used within one comprehensive school and involve 49 15‐year‐old pupils. Results suggest that those pupils consistently engaging in small‐group discussion are likely to produce better written work and to develop greater independence in formulating their ideas.  相似文献   

Child care choices: A longitudinal study of children,families and child care in partnership with policy makers     

Jennifer M. Bowes  Linda Harrison  Judy Ungerer  Tracey Simpson  Sarah Wise  Ann Sanson  Johanna Watson 《The Australian Educational Researcher》2004,31(3):69-86

Child Care Choices is an example of new early childhood research based on a relationship between policy makers and researchers. It is also an example of large-scale longitudinal team-based research into early childhood in Australia. The ongoing study addresses the professional problem for practitioners and policy makers of the increasing use of multiple care settings and changes to care arrangements in the early years and their possible impacts on child development. The project will follow an initial sample of 693 families with a child aged from birth to three years over a three-year period. An ecological framework is used to include the influences on child development of characteristics of the children and their families, their city or country location, as well as their childcare history and current care arrangements. Development is measured in terms of children’s health, motor development, social and emotional development, language and communication as well as emerging literacy and numeracy. The article discusses the unique features of the project in Australian early childhood research, its history, preliminary findings, and the potential of this kind of large-scale, longitudinal team-based research conducted in partnership with policy makers to contribute to policy as well as to theoretical debate.  相似文献   

What science can learn from science fraud     

Wade N 《New scientist (1971)》1983,99(1368):273-275

  相似文献   

Teacher evaluation in Illinois: school leaders’ perceptions and practices     

Alyson Leah Lavigne  Roger Wade Chamberlain 《Educational Assessment, Evaluation and Accountability》2017,29(2):179-209

The aim of the current study is to assess school leaders’ perceptions and practices in the context of a new policy that emphasizes teacher evaluation. The study draws from survey data of 606 K-12 school leaders in the USA in a state implementing a new teacher evaluation model under Race to the Top. Findings illustrate that school leaders spent significant time on teacher evaluation. Some felt this was a good investment of time (e.g., rich conversations with teachers), increasing the ability for evaluations to improve instruction. Most, however, perceived the time demands as a cost (e.g., spending longer hours on the job, delegating more tasks to others). School leaders felt very confident in their ability to conduct observations and provide feedback to teachers. The opposite was found for student achievement data. Administrators’ reported preparedness, confidence, and beliefs suggest that barriers exist to using student achievement data to evaluate teachers. Findings suggest that school leaders need resources to build capacity, particularly in accommodating the new time demands of teacher evaluation. Administrators could benefit from professional development that addresses the use and value of student achievement if this measure continues to be a substantial component in teacher evaluation models.  相似文献   

The mutual benefit and varied roles of librarians in supporting health care document management     

Tracey Pratchett 《Health information and libraries journal》2019,36(3):199-201

Tracey Pratchett considers the emerging role for libraries in facilitating document management practices within NHS organisations and reflects on her experience of supporting this work at Lancashire Teaching Hospitals NHS Foundation Trust.  相似文献   

Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas: developmental and social constructionist perspectives     

Tracey Sempowicz  Judith Howard  Mallihai Tambyah  Suzanne Carrington 《International Journal of Inclusive Education》2018,22(6):606-621

In Australia, teachers are expected to teach a diverse range of students, including children adopted from overseas who have experienced attachment disruption and complex trauma early in life. International research identifies the potential vulnerability of this minority group at school. However, teachers’ backgrounds, knowledge and experience, as well as curriculum policies and school practices, may influence how teachers respond to the diverse needs of these children. Drawing on examples from a qualitative study which used focus group interviews and a multi-case study of 10 adoptive families, this article applies developmental and social constructionist perspectives to analyse the potential impact some common curriculum units may have on these children’s experiences of school. This paper reports on the way in which various units in the Australian Curriculum may provide obstacles and opportunities for inclusion, with particular examples provided from the English and History Curriculum. Findings show there is a need for greater awareness, understanding and sensitivity in teaching approach, as well as flexibility in teachers’ professional agency and discretion in the selection of resources when responding to the educational needs of intercountry adoptees.  相似文献   

Providing novice instructional designers real-world experiences: the pacificorp design and development competition     

Bishop  M. J.  Schuch  Dan  Spector  J. Michael  Tracey  Monica W. 《TechTrends》2005,49(2):20-21

  相似文献