Educating the Right Way,Markets, Standards,God and Inequality (Michael W. Apple)     

Gill Crozier  Clive Harber  Martin Mills  Wendy Luttrell 《British Journal of Sociology of Education》2002,23(3):483-496

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School Restructuring in Hong Kong: The Perceptions of Middle Managers     

Clive Dimmock  Peter Hang Woi Lim 《Asia Pacific Journal of Education》1999,19(1):59-77

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Reevaluating canine perspective-taking behavior     

Udell MA  Wynne CD 《Learning & behavior》2011,39(4):318-323

Udell, Dorey, and Wynne (2011) demonstrated that both domesticated and nondomesticated canids—specifically, gray wolves—have the capacity to succeed on perspective-taking tasks, suggesting that dogs’ ability to respond to the human attentional state is not a by-product of domestication alone. Furthermore, not all dogs were successful on the task. Instead, the occluder type used was a strong predictor of performance, indicating the important role of environment and experience for tasks of this type. Here, we address several commentaries reflecting on the methods and design of that study, as well as the interpretation of the results. We also discuss the positive shift toward more interactive approaches in the field of canine behavior and cognition. Finally, we question the functionality of describing canine social behavior in terms of theory of mind.  相似文献   

Can your dog read your mind?: Understanding the causes of canine perspective taking     

Udell MA  Dorey NR  Wynne CD 《Learning & behavior》2011,39(4):289-302

Prior studies have documented the domestic dog’s (Canis lupus familiaris) sensitivity to human attentional state, including a tendency to preferentially beg for food from attentive individuals and an ability to selectively perform forbidden behaviors when humans are not looking. Due to the success of dogs on perspective-taking tasks, some have hypothesized that domestic dogs may have theory of mind, or the ability to infer what other individuals know. Here we provide the first evidence that nondomesticated canids, grey wolves (Canis lupus), are also sensitive to human attentional state under some conditions. We also demonstrate that dogs do not display an undifferentiated sensitivity to all visual cues of attentional state. Rather, dogs are more sensitive to stimuli encountered in their home environment. Some dogs perform poorly on perspective-taking tasks. These findings have important implications for the interpretation of research designed to understand complex social cognition across species.  相似文献   

The PISA mathematics regime: knowledge structures and practices of the self     

Clive Kanes  Candia Morgan  Anna Tsatsaroni 《Educational Studies in Mathematics》2014,87(2):145-165

Within mathematics education research, the responses to the Programme for International Student Assessment’s (PISA’s) international testing regime tend to accept its framework and results as necessary points of reference, even when offering a critical reinterpretation or challenging national policy discourses based on PISA. In this article, we offer a different approach to the critique of PISA, drawing on theoretical tools provided by Bernstein and Foucault, to ask what the PISA regime achieves. Our understanding of this achievement encompasses both the production of knowledge structures and the production of students, teachers and other agents as subjects. We propose that the theoretical approach we offer provides a methodological entry point into analysis of the texts comprising the PISA mathematics regime. Analysis of a single PISA item is used to illustrate the insights that may be gained from such a theoretical lens. Such insights into the logic of PISA have the potential to allow us better to understand and hence contest the role that PISA and other large-scale assessment regimes may play in global and local policy discourses.  相似文献   

North American, British and Australian Philosophy of Education from 1941 to 1991: Links, Trends, Prospects     

Clive Beck 《Educational theory》1991,41(3):311-320

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Book reviews     

Clive Kings  David Kirk  Vaughan Prain  Richard G. Bagnall  Georgina Tsolidis  Susan Grieshaber  Helen M. Modra 《The Australian Educational Researcher》1996,23(2):131-148

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Students’ Use of Multimedia Activities in an Open University Introductory Science Course     

Clive Lawless  Stuart Freake 《Learning, Media and Technology》2001,26(2):117-141

Surveys of students studying an introductory science course at a distance indicated that they had very favourable attitudes to CD‐ROM multimedia activities that are an integral part of the course teaching package. The research reported here focused on how students actually studied as they worked through the activities. Most students worked on the activities at the place indicated in the course materials and they generally studied them in one session. The majority made notes and were satisfied with their value, though only a small number used on‐screen facilities for making their notes. The instructions for navigating through the sequences left only a small number of students unsure of how to proceed. A small number of students also reported being unable to answer the questions in the activities. The Approaches to Studying Inventory (Richardson, 1990) was included in the survey, and it was found that students who adopt a predominantly ‘meaning orientation’ to studying had significantly more favourable attitudes to the multimedia activities than those who adopt a predominantly ‘reproducing orientation’. The latter students had a significantly higher preference for printed material rather than multimedia activities. The limitations of the surveys are identified and suggestions are made for future evaluation and research into students’ experiences in using multimedia activities, and for setting it in a broader framework of students’ patterns of study and learning  相似文献   

Education and social stratification in Papua New Guinea : Mark Bray and Peter Smith (eds). Longman Cheshire Pty, Melbourne, Australia, 1985, 227 pp., $Aus. 12.95     

Clive Whitehead 《International Journal of Educational Development》1985,5(4):325-326

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Effects of stress inoculation training on self‐report,behavioural and psychophysiological reactions to abseiling     

Roger D. Mace  Douglas Carroll  Clive Eastman 《Journal of sports sciences》2013,31(3):229-236

The study examined the effect of stress inoculation training on the level of self‐reported stress and anxiety, overt signs of distress and the physiological impact of the stress of abseiling. Twenty volunteer subjects were randomly assigned to either a ‘no training’ control group or a stress inoculation training group, following which both groups of subjects had to complete a test abseil from the roof of a 21.2 m building. Prior to descent, two self‐report measures were taken: an intensity score derived from the word or phrase chosen by subjects from the Perceived Stress Index to best describe their feelings and a state anxiety score from Spielberger's State Trait Anxiety Inventory. Overt distress was also evaluated by a ‘blind’ observer also using the Perceived Stress Index. In addition, heart rate was monitored just prior to and throughout the abseil using a telemetry system. The stress inoculation group showed significantly less self‐reported anxiety and stress and less behavioural signs of distress as judged by the observer. However, there were no significant differences between the groups in terms of heart rate. In addition, while self‐report and the assessment of the observer were highly inter‐correlated, these measures were poorly correlated with heart rate.  相似文献