Technical Communication and the World Wide Web. Edited by Carol Lipson and Michael Day. Mahwah, NJ: Lawrence Erlbaum, 2005. 355 pp     

Tracy Bridgeford  Anne Faith Mareck 《Technical Communication Quarterly》2007,16(4):473-476

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How New is New Labour? The Quasi-market and English Schools 1997 to 2001     

Anne West  & Hazel Pennell 《British Journal of Educational Studies》2002,50(2):206-224

This paper focuses on the reforms made to the quasi-market in school-based education in England that occurred between May 1997 and May 2001. It discusses the changes that have taken place in relation to parental choice, admissions to schools, school diversity, fund-ing and examination 'league tables'. The Labour Government can be seen as having embraced the quasi-market with a similar enthusiasm to that of its Conservative predecessors although it has tended to emphasise social inclusion as opposed to competition. While it has attempted to soften the edges of the quasi-market it has not tackled some of its major deficiencies such as the power that schools that are their own admission authorities have to distort the admissions process.  相似文献   

Web & wild     

Shawna Paskert  Tracy Young  Shawna Paskert  Tracy Young 《TechTrends》2005,49(6):70-70

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Balance in Positive Emotional Expressivity Across School Contexts Relates to Kindergartners’ Adjustment     

Maciel M. Hernández  Nancy Eisenberg  Carlos Valiente  Tracy L. Spinrad  Rebecca H. Berger  Sarah K. VanSchyndel 《Early education and development》2018,29(1):1-13

Positive emotional expressivity has been associated with increased social competence and decreased maladjustment in childhood. However, a few researchers have found null or even positive associations between positive emotional expressivity and maladjustment, which suggests that there may be nuanced associations of positive expressivity, perhaps as a function of the social context in which it is expressed. We examined whether observed positive emotional expressivity balance across peer-oriented/recreational and learning contexts predicted kindergarten children’s adjustment (N = 301). Research Findings: Higher positive expressivity during lunch/recess compared to positive expressivity in the classroom was associated with lower teacher–student conflict, externalizing behaviors, and depressive symptoms. In addition, overall positive emotional expressivity predicted lower externalizing behaviors as well as lower depressive and anxiety symptoms. Practice or Policy: The results suggest the importance of assessing observed positive emotional expressivity in context as a potential indicator of children’s maladjustment risk and the need for children to adapt their emotions to different contexts. Implications for assessing and supporting positive emotional expression balance and training emotional regulation in school are discussed.  相似文献   

Science Classroom Interactions and Academic Language Use with English Learners     

Tiberio Garza  Margarita Huerta  Tracy G. Spies  Rafael Lara-Alecio  Beverly J. Irby  Fuhui Tong 《International Journal of Science and Mathematics Education》2018,16(8):1499-1519

Academic language is critical for English learners (ELs) to succeed in the science classroom. This study analyzed the instructional practices centered around academic language taking place in eight, fifth-grade classrooms during a grant-funded project. Observational data collected through a classroom observation instrument were analyzed to describe and compare the instructional practices occurring in treatment and control classrooms when teachers and students used academic language. Our findings show both treatment and control classrooms using academic language during the course of the intervention study, but the instruction looked markedly different in each setting. These differences provide valuable insight for practitioners and researchers concerned with the academic language development of ELs in science classrooms.  相似文献   

Dynamics of Chinese nationalistic education in Hong Kong from 1945 to 2012     

Tracy Chui-shan Lau  Thomas Kwan-choi Tse  Yan Wing Leung 《牛津教育评论》2016,42(6):677-691

‘Chinese’ is an ambiguous term, depending on whether it is taken to describe a political, linguistic, or cultural entity. While the term has often been considered to represent a politically and culturally homogeneous national identity in recent decades, this article aims to challenge this notion by examining the characteristics and practices of nationalistic education in Hong Kong since 1945. It explores how national identity has been interpreted by different Chinese states over time through different educational policies and practices. Focusing on the evolution of nationalistic education in three phases, this article presents a detailed account and analyses different nationalist narratives over six decades. It describes how different political forces define themselves and come to terms with what are often dual or competing national identities. Historical examples illustrate the challenges in policies and practices of nationalistic education.  相似文献   

The development of a situational judgement test of personal attributes for quality teaching in rural and remote Australia     

Tracy L. Durksen  Robert M. Klassen 《The Australian Educational Researcher》2018,45(2):255-276

Education authorities in Australia are calling for valid tools to help assess prospective teachers’ non-academic attributes, with a particular need for identifying those attributes necessary for effective teaching in specific contexts. With the New South Wales (NSW) Department of Education, we aimed to develop a scenario-based tool to help assess the non-academic attributes necessary for beginning teachers working in rural and remote settings. Using a situational judgement test (SJT) methodology, we worked with experienced teachers (n = 19) to develop scenario-based items, which were then reviewed by school principals (n = 13). The teachers also adapted items previously developed and piloted in the UK. Next, prospective NSW teachers (n = 99) tried 32 new and adapted items targeting four clusters of attributes: empathy and communication, resilience and adaptability, organisation and planning, and culture and context. Item quality analyses revealed 22 acceptable items. We conclude by suggesting SJTs for promoting non-academic growth of prospective and beginning teachers.  相似文献   

Adapting an Interprofessional Training Model for Social Work Field Placements: An Answer for Better Mental Health Care Outreach for Older Adults in Primary Care     

Avani Shah  Tracy Wharton  Forrest Scogin 《Journal of Teaching in Social Work》2017,37(5):438-453

Professional shortages of geriatrically trained social workers pose a barrier to mental health care for older adults. Integrating graduate social work interns into primary care settings may increase the availability of trained social workers. However, few studies provide guidance on how to develop an interprofessional healthcare placement focused on the needs of older adults. This article discusses a model training program created by a psychology department (with input from social work faculty) that can be adapted by schools of social work. Client outcomes (n = 47) indicate significant improvement when using this model.  相似文献   

K. Hakkarainen,T. Palonen,S. Paavola, &; E. Lehtinen,Communities of networked expertise: professional and educational perspectives     

Richard E. West  Charles R. Graham 《Educational technology research and development : ETR & D》2007,55(4):391-393

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西北地区少数民族女性教育及社会化发展研究   总被引：3，自引：0，他引：3  

李静 《教育研究》2004,(11)

西北地区少数民族整体素质的培养与提高影响到西北地区综合素质的提高,而西北地区少数民族女性受教育的状况影响到少数民族自身整体素质的提高,也影响到对少数民族下一代的教育。制约西北地区少数民族女性发展的主要因素有:自然条件的影响,社会经济形态、政治形态的历史影响,少数民族封闭心理的制约,女性自卑心理的影响。对西北地区少数民族女性社会化发展的问题进行思考,从深层次上对西北地区少数民族女性的教育及社会化发展进行探讨,具有现实意义。  相似文献