Knapper, Christopher K., and Cropley, Arthur, J. 2000. Lifelong Learning in Higher Education. 3rd ed. London: Kogan Page. 238 pp.     

Neville Postlethwaite 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(6):645-645

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Designing instructor-led schools with rapid prototyping     

Steven R. Lange  Colleen M. Shanahan  Owen Hurd 《Performance Improvement》1996,35(8):26-29

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Speech and language therapy and the Knowles Edge Standards Fund Project: an evaluation of the service provided to a cluster of primary schools     

Sue Roulstone  Rosalind Owen  Lucy French 《British Journal of Special Education》2005,32(2):78-85

In 2000, 25 speech and language therapy projects were established in schools in England, funded through the Standards Fund. An evaluation commissioned by the Government reported positive results and gave an overview of all the projects at a point approximately six months after their inception. Although there were common themes, it was quite clear that the projects differed widely in their structure and interpretation of the original brief.
In this article, Sue Roulstone, Professor of Speech and Language Therapy at the University of the West of England, and Rosalind Owen and Lucy French, both specialist speech and language therapists working for the United Bristol Healthcare NHS Trust, provide an in-depth report of one of the projects and its evaluation after 18 months.
The project, based on a systems analysis approach, targeted its interventions at the individual child, the parents, the teachers and therapists, the classrooms and schools, and more strategic levels in the health and education services. The article gives details of the 'interventions' for each component. An independent evaluation gathered qualitative and quantitative data that suggest that the new service had a positive impact on all aspects of the system. Children made gains in their speech and language; parents were informed and involved; therapists and teachers were more satisfied about their knowledge base; and systems changed within the schools to reflect and support the collaboration. The outcomes of the project led to a rolling out of the model to two more cluster groups of schools. A number of organisational structures were identified which support the ongoing collaboration. Details given in this article will enable others to identify whether or not this model might suit their local circumstances and be replicable in their context.  相似文献   

The future for licensing: an academic publisher’s viewpoint     

Lynette Owen 《Learned Publishing》1993,6(2):29-35

Considers the factors affecting licensing policy, both for translations and for English–language reprints, and the copyright implications, in various countries.  相似文献   

Teaching About Teaching‐‐The State of the Art in Australia     

Neville Hatton  Lee Owens 《Asia-Pacific Journal of Teacher Education》1984,12(2):12-25

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Tests of the synchronograph on the telegraph lines of the British Government: The wheatstone receiver operated by the alternating current in transmitting intelligence     

Albert Cushing Crehore  George Owen Squier 《Journal of The Franklin Institute》1898,145(4):294-308

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Spreadsheet Histograms     

Neville Hunt 《Teaching Statistics》1996,18(1):10-11

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Teaching/learning conditions in developing countries   总被引：1，自引：0，他引：1  

Françoise Caillods  T. Neville Postlethwaite 《Prospects》1989,19(2):169-190

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A Comparison of Three Approaches to Electronic Media Diaries     

Ann Neville Miller  William Kinnally  Elizabeth Montano  Lexi Robinson 《Communication Research Reports》2017,34(2):171-179

This project compared the richness of reporting and reflection of three approaches to electronic media diaries. For 1 week, 145 students were randomly assigned to keep daily diaries about their media use and perceptions of media content using one of three methods: (a) a traditional daily journaling approach conducted online, (b) an experience sampling method (ESM) approach that combined daily journaling with multiple daily message prompts, and (c) an approach that combined online peer-group discussion with online daily journaling. The goal was to determine if the supplementary diary activities yielded more detailed, emotive, and cognitive responses. Diary content was analyzed using traditional manual content analysis and linguistic software. Results indicated that the ESM condition elicited less cognitive- and affective-oriented language than the other conditions. The group discussion condition evidenced some advantage over the diary-only group in terms of number of media channels and specific content mentioned.  相似文献   

New Visuality in Art/Science: A Pedagogy of Connection for Cognitive Growth and Creativity     

Kathryn Grushka  Alice Hope  Neville Clement  Miranda Lawry  Andy Devine 《Peabody Journal of Education》2018,93(3):320-331

New visuality in art/science pedagogies challenges teachers to rethink their curriculum and the role of digital new media in facilitating conceptual thinking and the role of the creative representation of knowledge. Recent neuroscientific research on cognition, perception, memory, and emotion inform and provoke implications for 21st-century learning. Analysis of student artwork uncovers pedagogical challenges for teachers. Teachers use visual learning and its forms of higher process thinking to allow students to make cognitive connections with images, giving them the capacity to integrate concepts for the communication of art/science learning. Examples of student learning from years 3–5 and 15–17 illustrate these ideas.  相似文献