Punishment and Pastoral Care     

John Wilson 《Pastoral Care in Education》2002,20(1):25-29

Can concerns relating to the care and support of pupils and those with punishment and blame be reconciled? Much is written on the former but today even when discipline and control are the focus there is little consideration of punishment and blame. Indeed, we might think that discussion of these issues can be excluded from the educational debate. In this paper John Wilson argues to the contrary. He posits that our backgrounds and experience may make us disinclined to punish and that what we can do is significantly limited by the law. Wilson suggests that this situation means that we lose contact with a whole set of basic concepts that underpin human life and are essential for any form of moral, personal and social education. Punishment is not just an unpleasant necessity but an essential part of education and perhaps even care.  相似文献   

Brownjohn,Hughes, Pirrie,and Rosen: What Rhymes with Oral Writing?     

Anthony Wilson 《English in Education》2001,35(2):2-11

This article looks at the work of four writers who have had considerable influence on the teaching of poetry writing to primary school children. Each writer is considered in terms of their merits as a contributor to wider questions about writing, and in comparative terms with each other. Links are made between these writers' explicit and implicit philosophies and approaches. Finally, the article considers how far discussions about voice and form within children's writing are necessarily exclusive of each other.  相似文献   

Testing Teachers for Merit Pay Purposes in Florida     

Thomas H. Fisher  Betty V. Fry  Kenneth L. Loewe  Garfield W. Wilson 《Educational Measurement》1985,4(3):10-12

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Reading nonfiction text on an iPad in a secondary classroom          下载免费PDF全文

Victoria Cardullo  Vassiliki “Vicky” I. Zygouris‐Coe  Nance S. Wilson 《Journal of Research in Reading》2017,40(Z1):S190-S208

The intent of this research was to investigate the experiences of eighth grade readers as they read nonfiction text on an iPad for academic purposes. We investigated reading strategies that students use to support their reading as well as what role iPad features played in the reading process. New literacies, metacognition and transactional theories informed the framework. Multiple data sources were used to triangulate findings and included (a) retrospective think alouds, (b) student iPad survey, (c) pre and post study student interviews, (d) Metacognitive Awareness of Reading Strategies Inventory and (e) student observations. Data for the collective case study participants focused on the identification of proficient readers who displayed confidence, competency, and control over text. Themes identified in the collective case studies included (a) reading comprehension strategies, (b) nonfiction features and (c) iPad features to support their reading of nonfiction on the iPad.  相似文献   

A Fresh Theoretical Perspective on Practice‐Led Research          下载免费PDF全文

Barbara Hawkins  Brett Wilson 《The International Journal of Art & Design Education》2017,36(1):82-91

Practice‐led research in art and design has now come of age and can take its place alongside other forms of research at the academic ‘high table’. It no longer needs to be treated with ‘special consideration’ as a new form of intellectual enquiry. The research craft developed by those involved in practice‐led research admits them to a broader community of practice engaged in questioning the conceptual basis of how we perceive and make sense of the world around us. The objective/subjective divide that preoccupied an earlier generation of academics has eventually been replaced by a more nuanced epistemological framework able to embrace PhDs that include non‐textual artefacts as part of their exposition. An increasing number of academic institutions around the world have taken up the debate and now participate in practice‐led research programmes. However, for early‐career researchers in these fields there are still many hurdles to overcome, some of which are unique to this form of endeavour, as we outline. This article has been developed from a series of seminars and workshops presented by the authors to early‐career practice‐led researchers as part of their Project Dialogue programme which seeks greater engagement between the arts and sciences.  相似文献   

Innovation in a federal state     

Andrew H. Wilson 《Research Policy》1974,2(4):364-379

As a country with a relatively small international reputation for manufacturing and, apparently, with an even smaller one for technology-based product and process innovation in manufacturing, Canada has a long way to go to develop its manufacturing and innovative activities to the stage reached by most European countries. Recently, however, a number of science and research policy studies have been made to examine problems associated with innovation in manufacturing. This present paper deals with two important elements associated with these studies, namely, the organization of the public sector in Canada and the roles and responsibilities of the public sector agencies with regard to the encouragement of technology-based innovation in manufacturing. As pointed out in the paper, the federal structure and the agencies within it may at present frustrate as well as encourage innovation. However, assuming that the appropriate policy objectives can be articulated and accepted, the removal of the principal public sector frustrations will be dependent upon better divisions of responsibility and labour between the three levels of government.  相似文献   

African American and European American children in diverse elementary classrooms: social integration, social status, and social behavior     

Wilson T  Rodkin PC 《Child development》2011,82(5):1454-1469

With a sample of African American and European American 3rd- and 4th-grade children (N = 486, ages 8-11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- and cross-ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group, and cross-ethnicity dislike). African American--but not European American--children had more segregated relationships and were more disliked by cross-ethnicity peers when they had fewer same-ethnicity classmates. African American children's segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity. European American children's segregation was positively associated with same-ethnicity social preference but negatively associated with cross-ethnicity social preference and perceived popularity.  相似文献   

āwhina: a programme for Māori and Pacific tertiary science graduate and postgraduate success     

Marc Wilson  Maree Hunt  Liz Richardson  Hazel Phillips  Ken Richardson  Danna Challies 《Higher Education》2011,62(6):699-719

In New Zealand, Māori (indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success as Pākehā (New Zealanders of European descent). Addressing this problem is a particular challenge in the sciences. The kaupapa (values-base) of Te Rōpū Āwhina (Āwhina) is to produce Māori and Pacific professionals to contribute to Māori and Pacific development and leadership through the creation of an inclusive off- and on-campus whānau (extended family) environment where high expectations, aspirations and achievement, collective success, and reciprocity are normalised. This paper reviews theories and practices of recruitment and retention relevant to Māori and Pacific students at tertiary level, presents the rationale for Āwhina in the Faculties of Science and Architecture and Design at Victoria University of Wellington, and assesses the impact of the whānau. Based on analyses of quantitative measures of student achievement, and biennial surveys of student responses from the first 6 years of Āwhina, it is suggested that the results are consistent with improving Māori and Pacific graduate and postgraduate achievement and retention. Potential implications for efforts to reduce disparities in tertiary education in New Zealand and elsewhere are summarised.  相似文献   

Swallows and Amazons Forever: How Adults and Children Engage in Reading a Classic Text     

Fiona Maine  Alison Waller 《Children‘s Literature in Education》2011,42(4):354-371

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Poverty,family resources and children's early educational attainment: The mediating role of parenting     

Kathleen E. Kiernan  Fiona K. Mensah 《British Educational Research Journal》2011,37(2):317-336

This study uses longitudinal data from the UK Millennium Cohort Study to show the extent to which episodic and more persistent poverty in early childhood and the lack of other family resources disadvantage children at the start of their school careers in terms of whether they have achieved the target indicator of ‘good level of achievement’ on the Foundation Stage Profile. Positive parenting is shown to be an important contributor to school achievement that matters for children, regardless of poverty experience or family disadvantage. It is also shown to be an important mediator in redressing the effects of poverty and disadvantage.  相似文献