Icecream     

Geoffrey Johnson 《The Educational forum》2013,77(3)

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Denouncing conspiracy in the French revolution∗     

Geoffrey Cubitt 《Culture, Theory & Critique》2013,54(1):144-158

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The Condition of the Sixth Form: Uses of English     

Geoffrey Thornton 《English in Education》1968,2(3):16-20

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Editorial     

Geoffrey Fox 《Children‘s Literature in Education》1970,1(3):5-6

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Chemicals,Exercise and Hyperactivity: A Short Report     

Geoffrey N. Molloy 《International Journal of Disability, Development & Education》1989,36(1):57-61

PSYCHOACTIVE DRUGS have been shown to enhance children's short‐term performance on a number of cognitive and social interaction measures and there are encouraging indications that physical exertion can mimic these effects. Although the health benefits of aerobic exercise have been acknowledged for some time, other parameters of physical exertion are less well‐known, particularly in the domain of human cognition. The data presented, and briefly reviewed, are supportive of the hypothesis that physical activity can enhance problem‐solving performance and for so‐called hyperactive children, their ability to attend to the task at hand. Indeed, aerobic exercise may offer an alternative to traditional chemical treatments.  相似文献   

The historical novelist at work     

Geoffrey Trease 《Children‘s Literature in Education》1972,3(1):5-16

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Studying culture-cognition relations in collective practices of daily life: a research framework / El estudio de las relaciones cultura-cognición en las prácticas colectivas cotidianas: un modelo de investigación     

Geoffrey B. Saxe 《Infancia y Aprendizaje》2015,38(3):473-508

This article sketches a framework for the study and analysis of culture-cognition relations that I present in my recent book, Cultural Development of Mathematical Ideas: Papua New Guinea Studies. Taking an historical approach, I focus on the reproduction and alteration of representational forms for number and the functions that representational forms serve in collective practices in and out of school. My key argument is that, in the context of their goal-directed communicative activities in collective practices in daily life, people unwittingly reproduce and alter representational forms and the functions that these forms serve. The process leads to continuities and discontinuities in form-function relations in communities over historical time. To provide evidence for this process and its role in the cultural development of ideas, I report selected findings from research conducted in 1978, 1980 and 2001 in Oksapmin communities; I focus on historical shifts in the forms and functions of the Oksapmin body part counting system over time. I then update that body of research with a sketch of a recent 2014 follow-up study. I close with reflections on the utility of my framework for the study of culture-cognition relations in other communities and on cognitive domains other than mathematics.  相似文献   

Braille     

Geoffrey Johnson 《The Educational forum》2013,77(2)

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An Intelligent Approach to Design     

Geoffrey Cantor 《Metascience》2007,16(2):299-302

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Challenging assumptions about values,interests and power in further and higher education partnerships     

Geoffrey Elliott 《Journal of Further & Higher Education》2017,41(2):143-154

This article raises questions that challenge assumptions about values, interests and power in further and higher education partnerships. These topics were explored in a series of semi-structured interviews with a sample of principals and senior higher education partnership managers of colleges spread across a single region in England. The data suggest that common assumptions evident in the literature and professional discourse about the hegemony of higher education institutions in partnerships with further education and sixth form colleges may be misplaced. Questions are also raised about an exclusive focus upon shared values in educational partnerships, and it is suggested that greater clarity about the focus of educational partnerships can explain how successful partnerships can negotiate which values and interests are shared and which are not – an approach that can be a useful modus operandi in the increasingly competitive educational markets in which universities and colleges operate.  相似文献