The dilemma of fading food: An investigation into the light sensitivity of selected Ed Ruscha screenprints     

Laura Maccarelli  Heather Brown  Charlotte W. Eng 《文物保护研究》2016,61(3):308-310

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Higher Education for American Indians in the 1980s     

Susan Guyette  Charlotte Heth 《Equity & Excellence in Education》2013,46(1-3):21-30

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The University at War, 1914 - 25: Britain,France, and the United States by Tomas Irish     

Charlotte A. Lerg 《History of education》2017,46(4):552-554

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Childbirth education in the 21st century: an immodest proposal     

De Vries CA  De Vries RG 《The Journal of perinatal education》2007,16(4):38-48

Childbirth education was an important social movement in the 20th century but has lost its way in recent years. We describe the reasons for the dwindling importance of childbirth education and offer a proposal for reform that will align childbirth education with the needs of today's birthing mothers. Our plan will create "Centers for the Childbearing Year" (CCBYs) and a new model of childbirth educator, which we call the "birth coach." The CCBY is the place for women to go to for information and support related to fertility, pregnancy, childbirth, and newborn care; the birth coach combines the role of childbirth educator, doula, and postpartum caregiver. In creating a fresh model of childbirth education, we not only honor our pioneers but also rediscover the wisdom in community and relationship that childbirth offers us, and we learn in new ways to journey alongside each other to create new possibilities for birthing families.  相似文献   

The Real Deal: Perspectives from Four Experts Who are Certified Performance Technologists     

Charlotte Chase 《Performance Improvement》2016,55(4):23-25

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Introduction to a Special Issue: The Certified Performance Technologist     

Charlotte A. Chase 《Performance Improvement》2016,55(4):6-7

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Culture's influence on the perception of OCB as in-role or extra-role   总被引：1，自引：0，他引：1  

Catherine T. Kwantes  Charlotte M. Karam  Ben C.H. Kuo  Shelagh Towson 《Int J Intercult Relat》2008,32(3):229-243

The relationship between dimensions of individual level culture-related variables (social axioms) and the categorization of organizational citizenship behaviours (OCB) as in-role versus extra-role was explored within a Canadian sample. In order to appropriately address levels-of-analysis issues, this study focused on the relationship between two variables at the same level of analysis: individual social beliefs and individual perceptions of what constitutes OCB. Results indicate that the extent to which each of the OCB dimensions were viewed as in-role versus extra-role varied considerably among participants and that this variation could in part be predicted by social beliefs. The implications of understanding culture's effect on employee work behaviours and attitudes are discussed.  相似文献   

Human Rights,Identities and Conflict Management: A study of school culture as experienced through classroom relationships     

Charlotte Carter  Audrey Osler 《Cambridge Journal of Education》2000,30(3):335-356

This paper presents the findings of an action research project designed to examine the dynamics of classroom relationships and perceptions of how rights and identities operate in an all boys' comprehensive school in the English West Midlands. The principal aims of the research were to examine the feasibility of adopting a human rights framework as a basis for school life and to evaluate subsequent relationships and identities. The first section of this paper examines the potential of human rights education to promote constructive relationships and manage conflict. It takes the 1989 United Nations Convention on the Rights of the Child as its framework for action. We then outline the methodology adopted and consider how the classroom environment affects and is affected by those working within it. We reflect on the expression of identities and understandings of rights and responsibilities in the classroom by both students and teachers and the impact of these understandings and of masculine identities on classroom management. Although we recognise the findings of action research are necessarily situation specific and possibly transient and/or changeable, we draw on these findings to develop a model which may be of value to those seeking to develop schools as human rights communities.  相似文献   

Self-fulfilling prophecies in media-based learning: Content relevance moderates quality expectation effects on academic achievement     

Charlotte Haimerl  Stefan Fries 《Learning and Instruction》2010,20(6):498-510

In the present paper a model of self-fulfilling prophecy effects in media-based learning was developed and tested. The central model assumption was that information about an instructional medium's quality affects students' academic achievement depending on the instructional content's relevance to the student. Experiment 1 (N = 100) demonstrated higher achievement in response to positive compared to negative information, but not the predicted moderating effect of content relevance. Using a revised relevance manipulation, Experiment 2 (N = 199) identified the following moderating function of content relevance: Under moderate relevance positive information led to higher achievement, under high relevance negative information resulted in higher achievement. No differences appeared under low relevance. Path analyses revealed students' cognitive effort as significant mediator for these effects.  相似文献   

Historians of education and social media     

Charlotte Rochez 《History of education》2015,44(4):405-414

Narrowing the focus of existing research on academics’ and historians’ use of digital technologies and social media, this paper considers historians of education and their use of online platforms. It combines a small-scale survey of the self-reflections of historians of education together with personal reflections gained from building the social media presence for the History of Education Society as the inaugural Peter Gosden Fellow. The paper suggests that whilst historians of education are increasingly willing to use social media for networking, sharing and promoting their work and that of others, most continue not to use online platforms in conducting and disseminating their work due to expectations in the academy of publication in traditional forms.  相似文献