Financing the development of secondary education in developing countries     

Keith Lewin  Françoise Caillods 《Prospects》2001,31(1):61-72

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A.M.Y. Lin and P.W. Martin, Editors, Decolonisation, Globalisation: Language-in-Education Policy and Practice, Multilingual Matters, Clevedon (2005) ISBN 1-85359-825-9 (pbk), 1-85359-824-0 (pbk) (price £49.95 hbk, £19.95 pbk, pages xix+204).     

Keith Watson   《International Journal of Educational Development》2007,27(6):708-709

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World Bank financing of education: Lending, learning and development : Phillip W. Jones. Routledge, London, 1992, 285pp., Price £35, ISBN 0 415 06078 8     

Keith Lewin 《International Journal of Educational Development》1993,13(4)

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Eye movements,perceptual span,and reading disability     

Keith Rayner 《Annals of dyslexia》1983,33(1):163-173

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Being cautious about what “research shows”     

Keith Morrison  Greetje van der Werf 《Educational Research and Evaluation》2018,24(1-2):1-2

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Effects of methylphenidate on the auditory processing abilities of children with attention deficit-hyperactivity disorder.   总被引：1，自引：0，他引：1  

R W Keith  P Engineer 《Journal of learning disabilities》1991,24(10):630-636

Stimulant medications are widely used as part of the treatment for children with attention deficit-hyperactivity disorder (ADHD). The current study investigated the effects of methylphenidate on auditory vigilance, auditory processing abilities, and receptive language abilities of children with ADHD. Twenty subjects (17 males and 3 females) ranged in age from 7 to 13 years. Each subject had been diagnosed as having ADHD and had been prescribed methylphenidate for the control of hyperactivity. The test battery included the Auditory Continuous Performance Test (ACPT), SCAN (a screening test for auditory processing disorders in children), and the Token Test for Children. Results indicated that there was significant improvement in the children's performance on all measures when on methylphenidate. Implications of these findings are discussed.  相似文献   

Educating for innovation     

R. Keith Sawyer 《Thinking Skills and Creativity》2006,1(1):41-48

In the last several decades many of the world's most developed countries have shifted from an industrial economy to a knowledge economy, one based on the creation of knowledge, information, and innovation. Educational researchers have paid very little scholarly attention to this economic shift, although it has substantial implications. After all, educational historians have repeatedly shown how today's schools were designed in the first half of the 20th century to meet the economic needs of the industrial economy; if that economy is a thing of the past, then many features of contemporary schools may become obsolete. In today's knowledge society, creativity always occurs in complex collaborative and organizational settings. Teams and organizations innovate using open-ended, improvisational group processes. I argue that education should be structured around disciplined improvisation, and I advocate the use of situated, collaborative knowledge-building activities. I argue that creative collaboration in classrooms aligns with the social nature of innovation in today's economy.  相似文献   

Structuration theory,habitus and complexity theory: elective affinities or old wine in new bottles?     

Keith Morrison 《British Journal of Sociology of Education》2005,26(3):311-326

This paper examines similarities and differences between structuration theory, habitus and complexity theory, as theories of social change. The paper suggests that structuration theory and habitus can theorize change, but that complexity theory offers a more complete theory of change because it focuses on social production rather than reproduction. Although there are elective affinities between structuration theory, habitus and complexity theory, nevertheless there are important differences between them. Complexity theory, being at heart a theory of change and development, differentiation and open systems, is more than merely a reformulation of structuration theory and habitus, and offers a more complete theory of social change than these two. Implications and agendas are drawn for the sociology of education from a complexity perspective.  相似文献   

Share advanced courses with other schools via interactive cable television     

Rhonda S. Robinson  Keith M. Collins  Peter C. West 《TechTrends》1985,30(2):17-17

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Inclusive Education in New Zealand: culture,context and ideology     

Keith Ballard 《Cambridge Journal of Education》1996,26(1):33-45

Parents and teachers in New Zealand who have developed inclusive, non‐ discriminatory classrooms and schools are supported by education and human rights legislation and by recent policy on special education. Resistance to inclusion within the education system may be seen as reflecting disablist attitudes and practices. Inclusion values diversity, not assimilation. It is consistent with separate development, which might be chosen, for example, by those in the deaf and Maori communities as a means to maintain their language and culture. Education policies and practices are examined from the perspective of disability as a sociopolitical issue within a broader context of new right, libertarian ideologies that have impacted on the resources and structure of education and other state activities in New Zealand over the last decade.  相似文献