Developing Practice： Teaching Teachers Today for Tomorrow     

Tony John  Mays 《美中教育评论》2011,(6):859-871

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Family walk-in centre—Eaton socon: Evaluation of a project on preventive intervention based in the community     

V. Pillai  Allison Collins  R. Morgan 《Child abuse & neglect》1982,6(1):71-79

The Family Walk-In Centre opened November 1978 as a pilot project at Eaton Socon in Cambridgeshire with the aims: to encourage parents to visit the centre on “their terms,” including parents who have abused or who fear they will abuse or neglect their child who may be difficult or handicapped, or because of chronic or acute family problems; further to mobilize “Self Help” groups and offer professional support. “Help” offered to the families included informal and formal group work, family casework and education in social and physical skills. Volunteer and professional support was given at the Centre and at home. Close liaison with specialist agencies was maintained to enable families to receive appropriate help. Periodic reviews and visits were made to maintain contact. An analysis of 50 families who attended the Centre between October 1979 and May 1980 was made to assess: the attendance and reattendance rate which indicated their acceptance of help offered and their motivation to use the Centre; the types of problems presented to the Centre, the types of action taken, the progress made when reviewed after three months and the degree of involvement by the volunteers. A final analysis will comprise 100 families. A preliminary summary found: significant reduction in the registration of new cases of child abuse; self-referrals exceeded significantly other modes of referral; loneliness and parenting difficulties formed the major proportion of families seeking help; 48% of families continued to attend for 3 months or more; work done centered upon discussion of parenting problems in 30% of the cases and involvement in activities with other families in 28%; 18% were assessed as showing improved child care after 3 months. The children are being monitored and will be assessed when they enter the infant school.  相似文献   

Journal of Research in Science Teaching Annual Report: January 1, 2006 to December 31, 2006     

J. Randy McGinnis  Angelo Collins  Kim Charmatz  Amy Dai  Elaine Henry 《科学教学研究杂志》2007,44(6):771-774

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Issues and Challenges in Initial Teacher Education     

Tony Edwards 《Cambridge Journal of Education》1992,22(3):283-291

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A Different Angle: English teaching and its narratives     

Tony Burgess 《Changing English: An International Journal of English Teaching》1996,3(1):57-77

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Thinking with certainty or with doubt: a Lacanian theorisation of discursive knowledge in teacher education     

Chris Hanley  Tony Brown 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):306-318

ABSTRACT

The paper presents a theorisation of pedagogic knowledge formation, as a continuous attempt to understand the positions in discourse we occupy. The paper documents some participatory practitioner research by teacher educators centred on a course development initiative for student teachers of English, at an English university. Students researched their experiences of becoming a teacher within a course that was largely school-based, whilst their tutors researched their own involvement in the process (the main focus of this paper). Drawing on Lacanian theory, tutors are depicted as learning subjects having more or less certainty or doubt about the knowledge they possess. In attempting to understand this interplay of certainty and doubt, tutors arrive at stronger conceptualisations of learning. Through this approach, the paper provides a theoretically informed conception of professional knowledge, as involving a process of renewing ideas about learning, in meeting or resisting external demands.  相似文献   

Conditioned inhibition in feature negative discrimination learning with pigeons     

Daniel S. Gokey  Robert L. Collins 《Learning & behavior》1980,8(2):231-236

Discrimination performance was investigated with pigeons using feature negative (FN) discrimination procedures which differed in the temporal arrangement of the stimuli on S? trials. In both procedures, a single common element was presented on reinforced (S+) trials. In thesimultaneous FN procedure, a distinguishing element was presented simultaneously with the common element of S? trials. In thesequential FN procedure, the distinguishing element preceded onset of the common element on S? trials. In two experiments, the sequential FN procedure yielded better discrimination performance. In Experiment 1, a summation test designed to separate learning and performance variables indicated that sequential FN subjects had learned the negative relationship between the distinguishing element and reinforcement while simultaneous FN subjects had not. In Experiment 2, summation and acquisition tests indicated that the distinguishing element developed inhibitory properties in the sequential FN procedure but not in the simultaneous FN procedure.  相似文献   

Horizons,themes and pretensions: How Sally Solved The Mystery of ‘Tom's Midnight Garden’     

Tony Martin 《Literacy》1985,19(1):13-19

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Audiogenic seizures in mice: Asymmetries of the preconvulsive running pattern and subsequent seizure     

Howard M. Reid  Robert L. Collins 《Learning & behavior》1982,10(3):321-324

Asymmetries in the progression of unilaterally and bilaterally induced audiogenic seizures were examined in DBA/2J and SJL/J mice. Both strains were found to exhibit consistent asymmetries in direction(s) of running as well as in the side of fall during a convulsion. This correspondence suggests that the bursts of running are an integral part of an audiogenic seizure. The incorporation of information on asymmetries of the locomotor prelude in future studies should prove valuable for understanding the physiological mechanisms of audiogenic seizure.  相似文献   

Prevalence,School Progress and Referral of Mildly Retarded Children in Regular Classes     

Tony Cooper  Keri Wilton  Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11

This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services.  相似文献