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141.
Tony Webster 《Pastoral Care in Education》2000,18(3):4-7
Tony Webster, former Director of Education in Tameside, describes the origins of the 'connected thinking project'. He goes on to list a number of key questions that were identified in relation to 'values education', 'thinking skills', 'emotional intelligence' and 'ICT'. The aims, form and contributions to a seminar which sought to identify areas for continuing work and further research are described. Several of those who contributed to the seminar have written papers for this special issue of the journal. Tony Webster concludes his paper by listing the research and other action deemed necessary to take the work forward. 相似文献
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Tony Cline 《British Journal of Special Education》1998,25(4):159-163
Tony Cline, Professor of Educational Psychology at the University of Luton and Chair of the Editorial Board of NASEN Journals, examines the challenges that face those involved in the assessment of the special educational needs of children for whom English is an additional language. He rejects some notions of the ideal that have stood in the way of achievable good practice and argues for a closer look at the learning environments in which children are placed. 相似文献
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Tony Becher 《Higher Education Quarterly》1992,46(1):47-66
This paper summarises the preparations made for Academic Audit in the University of Sussex and concludes that participatory 'bottom-up' procedures are more likely to be successful than heroic 'top down' measures. The Sussex scheme for quality assurance has been characterised by negotiation and the encouragement of middle managers and individual academics to take ownership of the procedures adopted. 相似文献
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Tony Hurst 《Pastoral Care in Education》2001,19(2):10-14
In this paper Tony Hurst highlights that peer support programmes can contribute to the effectiveness of pastoral care by involving the pupils in the helping process and this can contribute to their personal and social development. He notes that there are a number of things that can go wrong with such programmes and that they should not be seen as an alternative to an effective traditional pastoral system. The main body of the paper describes the development and evaluation of a programme in a relatively large urban secondary school. This evaluation identified both the positive feelings of pupils and staff about the programme and the important contribution it made. Some issues and problems were also identified and as a result the conclusion includes a number of recommendations and summarizes the various valuable outcomes. 相似文献