Teacher Training in China: a case study of the foreign languages department of Peking Teachers’ Training College     

Sylvia Chan  R. F. Price 《比较教育学》1978,14(3):243-251

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Book reviews     

Nathan Sivin  George Rosen  Edward J. Monahan 《Minerva》1992,30(3):432-456

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Dons as Lobbyists     

Christopher Price 《Higher Education Quarterly》1987,41(3):257-267

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The teaching and learning of basic number facts     

Nathan Hoffman 《Educational Studies in Mathematics》1977,8(4):391-398

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Teaching science for creativity—Needed research     

Nathan S. Washton 《科学教学研究杂志》1966,4(3):182-184

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Universities today: between the corporate state and the market     

Geoffrey Price 《Higher Education Quarterly》1984,39(1):43-58

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A novel scale to assess resistance-exercise effort     

DA Hackett  NA Johnson  M Halaki  CM Chow 《Journal of sports sciences》2012,30(13):1405-1413

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Alternative Models for Doctoral Mentor Organisation and Research Supervision     

David C. Price  Arthur H. Money 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):127-135

The design and delivery of a professionally-oriented, management, doctoral programme introduces new criteria for the selection and training of mentors and supervisors. An internationally dispersed student body of mobile, senior business and academic professionals compounds the problems. This article considers alternative models for delivery and exemplifies course design issues through a development in a major management college. Issues of semi-remote and remote mentoring and supervision are illustrated with examples from a Doctor of Business Administration (DBA) programme, showing the need for disaggregation and reconstitution of the mentoring and supervisory roles and their sensitive application, given the international mobility of most of the students.  相似文献   

‘Go over there and look at the pictures in the book’: an investigation of educational marginalisation,social interactions and achievement motivation in an alternative middle school setting     

Marnie Best  Deborah Price  Faye McCallum 《International Journal of Inclusive Education》2013,17(4):422-434

The middle years of school represent a time of educational turbulence, serving to marginalise some students from educational opportunities. Much research has focussed on individual cognitive factors influencing educational engagement, with less attention directed towards social interactions. Theoretically positioned within an expectancy–value model of achievement motivation, this study draws on the lived experience of a 12-year-old student within an alternative school in South Australia, Australia, to explore how social encounters may contribute to educational marginalisation. Findings from a narrative case study employing a semi-structured interview suggested that connections exist between social influences, such as interactions with teachers and peers, and subsequent achievement motivation. This study suggests that social interactions are critical determinants to an individual's educational engagement, affecting educational ability, expectancy and value beliefs.  相似文献   

Thinking it through: a study of how pre-service teachers respond to children who present with possible mental health difficulties     

David Armstrong  Deborah Price  Tim Crowley 《Emotional and Behavioural Difficulties》2013,18(4):381-397

Teachers are key professionals in responding to children and adolescents with possible mental health difficulties and who exhibit social, emotional or behavioural difficulties in the classroom. Health and education policy increasingly positions teachers as vital agents in connecting mental health services with affected young people. A growing corpus of research, however, questions practitioners’ capacity to undertake this important role, particularly given the limited space afforded to content around mental health in pre-service teacher education. This paper reports on a qualitative case study, conducted in an Australian context, investigating pre-service teacher responses to five vignettes of young people presenting behaviours indicative of possible mental health difficulties. In light of educator expectations to identify and appropriately respond to mental health difficulties, this study discloses the need for explicit, structured mental health guidance which form a discrete, core ‘knowledge base’ of teacher education. Patterns in data, analysed in light of policy literature, also suggest the value inherent in advocating open-minded, non-judgemental and collegial professional responses. Further research opportunities highlighted include a systematic review of current provision around mental health in pre-service teacher education programmes.  相似文献