Secret in the trash bin: on the perennial popularity of juvenile series books     

Anne Scott MacLeod 《Children‘s Literature in Education》1984,15(3):127-140

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Challenging the productivity mantra: academic writing with spirit in place     

Laurel Johnson  Sonia Roitman  Ann Morgan  Jason MacLeod 《高等教育研究与发展》2017,36(6):1181-1193

Academic writing groups aim to improve the quality and/or the rate of academic publications. In this article, the authors reflect on a writing group with academic and non-academic members that evolved over two years to uphold a deeper and arguably spiritual purpose. The group commenced with the aim of increasing its members' publication rates, but it developed to be a safe space for members to search for meaning as part of a fellowship of writers. This transition was based in the members’ shared commitment to social justice values and individual concerns to generate meaningful research and writing experiences. The group’s distinct processes, the shared values of its members and the site of the group meetings in a socially stigmatised community, all work to deepen its purpose beyond academic productivity. Though the group functions to strengthen individual and group norms that contribute to academic productivity, emergent norms and the fellowship of the writers foster a spiritual dimension in the group. This exploration of the spiritual dimension of a writing group adds to the long list of benefits of fellowship through academic writing groups.  相似文献   

Shifting norms and expectations for medical school leaders: a textual analysis of career advertisements 2000–2004 cf. 2010–2014     

Diane Gorsky  Anna MacLeod 《Journal of Higher Education Policy & Management》2016,38(1):5-18

Leadership norms and expectations are continually evolving in higher education. Medical education is no exception to that trend, but shifts over time are intangible and difficult to measure. To explore emerging changes, the authors conducted a textual analysis of published career advertisements from 2000–2004 and 2010–2014. While a number of common themes united both time frames, new expectations emerge over a relatively brief period of time. The language of contemporary career advertisements conveys a landscape of leadership that is more collaborative, transparent, community-centred, accountable and team-based. This shift is significant, but perhaps less provocative than the absent discourses and contradictions. Despite the new leadership profile in 2010–2014, there is no mention of the important change management role required to guide organisational changes underway. Another contradiction relates to credentials. The contemporary advertisements fail to convey an updated career pathway and skill preparation aligned with the new leadership demands.  相似文献   

Modernizing philosophy of science for the philosopher and student alike     

Miles MacLeod 《Metascience》2015,24(3):507-510

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Secrets among Friends: The Research Information Service and the "Special Relationship" in Allied Scientific Information and Intelligence, 1916-1918     

MacLeod  Roy 《Minerva》1999,37(3):201-233

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Standing out and fitting in: a report on a support group for individuals with Asperger syndrome using a personal account     

Andrea MacLeod  Paula Johnston 《British Journal of Special Education》2007,34(2):83-88

In this article, Andrea MacLeod, lecturer in autism studies at the University of Birmingham, and Paula Johnston, a woman with Asperger syndrome who now focuses on writing and speaking about her condition, consider the function of specialist group interventions for individuals with Asperger syndrome. These authors report on one model - a discussion and support group aimed primarily at young adults. The self-report of a former participant, a woman with Asperger syndrome, is used as a case study to illustrate issues and processes. Her report suggests that peer support and peer learning should be recognised as significant goals of such interventions and that interventions should be planned to respond to the needs that follow diagnosis. The authors suggest that clinical and educational services need to work together to ensure that children and young people have immediate access to such support models, which should be viewed as preventative therapies. This article provides evidence that first-hand accounts can offer new insights into how such interventions are experienced by those involved. Andrea MacLeod and Paula Johnston argue that future research in this area should seek to employ participatory methodologies.  相似文献   

Preface     

Roy MacLeod 《Minerva》2001,39(4):363-363

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Preface     

MacLeod  Roy 《Minerva》2003,41(3):177-178

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Marconi’s good fortune and his convenient death     

Mary K. MacLeod 《Metascience》2017,26(3):429-432

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Early years practitioners’ knowledge of early signs of autism in England     

Jessica MacLeod  Prithvi Perepa 《Support for Learning》2020,35(2):192-204

This research explores early years practitioners’ knowledge and ability to recognise the signs of autism and provide appropriate support. It was carried out using semi-structured interviews with six UK-based early years practitioners who have worked with children with autism. The findings highlighted that early years practitioners are aware of autism but have a limited understanding of the early signs of the condition. Furthermore, there are inconsistencies in training and collaboration in early years settings. All these factors influence whether the practitioners are able to recognise the early signs of autism and provide appropriate support. This study highlights the need to address the issue of training provided to early years practitioners.  相似文献