Definitions of Dyslexia     

Jean R. Harber 《Review of Education, Pedagogy & Cultural Studies》2013,35(3)

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From the editor: One student,one story     

Jean M. Henscheid 《About Campus》2012,17(1):1-1

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Universities after postmodernism     

Jean Barr 《International Journal of Lifelong Education》2013,32(4):321-333

Universities have a contribution to make towards the creation of a more just society. To do so, not only must the new language from industry be challenged, there needs too to be a break from the postmodernist mindset which still defines much academic debate. Drawing on ideas from political economy, critical social science and feminist theory and practice this paper urges a re-positioning of higher education which requires moving on from the ‘linguistic turn’ towards a more ‘practical turn’. It proposes that mass university higher education has a future if it actively engages with adults from a much wider social spectrum than at present and if it re-engages with notions of the public nature of truth and values through working to articulate urgent problems with people other than academics.  相似文献   

Twenty years of ECSS: A scientific balancing act?     

Jean Camy  Mike McNamee 《European Journal of Sport Science》2017,17(1):1-4

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A grounded theory of positive youth development through sport based on results from a qualitative meta-study     

Nicholas L. Holt  Kacey C. Neely  Linda G. Slater  Martin Camiré  Jean Côté  Jessica Fraser-Thomas 《International review of sport and exercise psychology》2017,10(1):1-49

The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented.  相似文献   

Investigating Instructional Leadership for Special Education     

Debora A. Bays  Jean B. Crockett 《Exceptionality》2013,21(3):143-161

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European Dissertation Summaries     

Jean‐Jacques Dupin 《International Journal of Science Education》2013,35(2):249-255

Over the past decade, Donald Schön's conceptualization of professional practice as reflection‐in‐action has gained wide currency. This paper reports on a seminar, based on Schon's ideas, to assist elementary teachers in making Science a more significant part of their instructional programmes. A detailed analysis of the efforts of two of the experienced teachers involved points to problems related to: (i) the efficacy of reflection‐on‐action in facilitating reflecting‐in‐action; (ii) disjunctions between conceptual and action components of teachers' frames; and (iii) the role of substantive teacher intervention in assisting children in learning to use non‐common‐sense ways of knowing such as Science.  相似文献   

What do freshmen really know about research? Assess before you teach     

Jean Caspers  Steven Mark Bernhisel 《Research Strategies》2005,20(4):458-468

The paper describes an effort to assess the information literacy skills of first year college students. An instrument was developed and information was gathered on students' experience and comfort in conducting library research as well as their perceived competence with specific information literacy skills. In addition, students completed a skills test to assess specific knowledge and skills relating to information literacy. Entering freshmen generally self-reported their skills to be less than “excellent.” This finding was supported by the results of the skills test. Strengths and weaknesses in information literacy skills are reported as well as implications for librarians who assess and teach these skills to students.  相似文献   

Open access and accuracy: author‐archived manuscripts vs. published articles     

David GOODMAN  Sarah DOWSON  Jean YAREMCHUK 《Learned Publishing》2007,20(3):203-215

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A medical journal's beta site: experimentation at NEJM     

Kent R. ANDERSON  Jean NUGENT 《Learned Publishing》2007,20(3):187-190

When continuous development becomes the norm on the social web, finding a way to put forward new development ideas to your audience and get their feedback at an early stage is the natural result. This article discusses how one major medical journal created a ‘beta’ site to support new online development and gather user feedback, speeding development initiatives and creating intrinsic value in the experimental environment. The goals of the site, organization of the teams, and practical and brand benefits are discussed.  相似文献