Attention to detail: The workbooks of Ronald Welch     

Ronald Welch 《Children‘s Literature in Education》1972,3(2):30-37

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All change?: The professiorate in uncertain times     

Anthony R. Welch 《Higher Education》1997,34(3):299-303

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Education as a mechanism for conflict resolution in Northern Ireland     

Bernadette C. Hayes  Ian McAllister 《牛津教育评论》2013,39(4):437-450

How education systems operate in divided societies is an increasingly important question for academics and educational practitioners as well as for governments. The question is particularly pertinent in post‐conflict societies, where education is a key mechanism for resolving conflict between divided communities. Using Northern Ireland as a case study, this article sheds new light on the role of education in conflict resolution by examining the long‐term impact of segregated and integrated education on attitudes towards community relations and levels of contact between the Protestant and Catholic communities. The results suggest that individuals who had attended an integrated school are significantly more likely to have friends and neighbours from across the religious divide and that these friendship networks translate into a more optimistic view of future community relations. This is not the case, however, when kinship networks are considered. The evidence from Northern Ireland suggests that the education system can be a source of both conflict and cohesion depending on the nature of the school system as well as the particular source of division to be addressed.  相似文献   

The Growth of International Student Enrollment at Community Colleges and Implications     

Bernadette Anayah 《Community College Journal of Research & Practice》2013,37(12):1099-1110

An emerging trend today is the increased enrollment of international students at community colleges. International students look to American community colleges as a steppingstone to achieving an education that might otherwise be beyond their reach. They are attracted to the community college by the lower tuition costs, opportunities for guaranteed transfer to a four-year university, and the opportunity to study at a variety of geographical locations throughout the United States. The purpose of this qualitative study was to examine the reasons that international students choose to study at community colleges and to consider the implications for community colleges at a time when funding, services, and growth opportunities have been severely restricted. Suggestions for further research are also included.  相似文献   

Disciplining the Devil: a rhetorical history of Tod Browning’s The Devil Doll (1936)     

Bernadette Marie Calafell 《Critical Studies in Media Communication》2019,36(1):18-34

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Coping Strategies of Caribbean “Problem Students”     

Donna-Maria B. Maynard  Patricia L. Welch 《International journal for the advancement of counseling》2009,31(1):17-31

Abstract   The coping strategies of middle adolescents (14–16 years) generate interest amongst educators, parents, school psychologists and school counsellors. This study, using a phenomenological approach, examined the coping strategies of ‘problem’ adolescents in the Caribbean in regard to their interactions with peers and teachers. Data were collected from semi-structured interviews with a purposive sample of twenty middle adolescents in Barbados. The adolescents’ efforts to manage problems in the school environment suggested that they actively sought to prevent problems from progressing to a maladaptive level. An apparent sequence of coping behaviours emerged from the qualitative data analysis. The sequence involves a dynamic process of seven cognitive decision-making and behavioural steps that the adolescents engaged in, in their quest to manage and effectively cope with daily problems. Based on the findings, recommendations are presented for working with adolescents who demonstrate problem behaviours within the school environment.  相似文献   

Establishing empirical links between high school assessments and college outcomes: An essential requirement for college readiness interpretations     

Anthony D. Fina  Stephen B. Dunbar  Catherine J. Welch 《Educational Assessment》2018,23(3):157-172

As states evaluate whether they should continue with their current assessment program or adopt next-generation college readiness assessments, it is important to ascertain the degree to which current high school assessments can be used for college readiness interpretations. In this study, we examined the ability of a state assessment to serve as an indicator of college readiness. Empirical evidence is presented summarizing relationships between performance on the standards-based high school assessment and performance in college. Benchmarks were set on the Reading, Mathematics, and Science tests by linking assessment scores directly to grades in college courses. The accuracy of the benchmarks was similar to that of a traditional college admission test. Students who met the college readiness benchmarks earned higher grades in general education college courses and had higher first-year college grade point averages. Implications for states and other stakeholders are discussed.  相似文献   

Move over Nelly: lessons from 30 years of employment-based initial teacher education in England     

Bernadette Youens  Lindsey Smethem  Mark Simmons 《Teachers and Teaching》2018,24(7):854-869

Recruiting, preparing and retaining high-quality teachers are recurrent themes of local, national and international education agendas. Traditional university-led forms of teacher education continue to be challenged, and defended, as nations strive to secure a teaching force equipped to achieve high-quality learning outcomes for all students. One commonly adopted policy solution has been the diversification of teacher preparation routes: the alternative certification agenda. In this article, we examine the entire history of one alternative route in place in England from 1997 to 2012, the Graduate Teacher Programme. Using one example of an employment-based programme, we argue that opportunities to engineer innovative and creative spaces in the face of the current teacher preparation reform agenda need to be seized. This case study, which is contextualised in both the international debates about alternative teacher certification routes and the current policy agenda in England, demonstrates the extent to which successive administrations have failed to learn from the lessons of the past in the rush to recycle policies and claim them as their own.  相似文献   

Textual Cues in Direct-to-Consumer Prescription Drug Advertising: Motivators to Communicate with Physicians     

Henry N. Young  Rebecca J. Welch Cline 《Journal of Applied Communication Research》2005,33(4):348-369

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The development of an instrument for inventorying knowledge of the processes of science     

Wayne W. Welch  Milton O. Pella 《科学教学研究杂志》1967,5(1):64-68

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