A woman down to her bones     

Cadden J  Flemming R  Green MH  King H 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(1):97-8; author reply 98

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Regulating the cloud: Policy for computing infrastructure,edited by Christopher S. Yoo and Jean-Francois Blanchette,MIT Press     

Marie Joan Kristine Gloria 《The Communication Review》2016,19(2):153-155

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University Choice: What Influences the Decisions of Academically Successful Post‐16 Students?   总被引：1，自引：0，他引：1  

Joan M. Whitehead  John Raffan  Rosemary Deaney 《Higher Education Quarterly》2006,60(1):4-26

The questionnaire survey reported in this paper is part of an ongoing evaluation of the effect of a bursary scheme on recruitment to Cambridge University. It sought to identify factors that encouraged or discouraged highly successful A Level students from applying to Cambridge. Findings reveal three main dimensions associated with the decision to apply to Cambridge, the nature of the courses, the prestige of the university and anxiety about the application process combined with fear of failure. Further analyses showed that there were complex interactions between these three dimensions which governed the decision to apply to Cambridge. These findings are relevant to other prestigious universities. The availability of a bursary did appear to influence the decisions of those who were eligible, but its influence was not as great as some of the other factors.  相似文献   

CONFLICTS IN CREATIVITY     

Joan Freeman 《High Ability Studies》1995,6(2):188-200

Creative thinking involves both emotion and personality, including enough confidence and courage to consider new approaches to problems, rather than hiding in the security of familiar and accepted ways of thinking. The conflict is between the need for emotional control for academic excellence and the need for a more free and open minded approach. Youngsters who were extremely successful academically were found to be creatively inhibited because of the narrow focus and pressure of their school education. The problem for teachers is to enable intellectually gifted pupils, who have the ability to achieve top grades in examinations, to keep a playful, creative approach to their work and general outlook. An environment in which the exceptionally able child can prosper all round must be balanced This implies enough time with other people to make good social relationships and develop interests outside study areas.  相似文献   

Educational provisions for maladjusted children in Ontario schools     

Joan E. Bowers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(3):398-402

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Parent-teacher conference communication: a guide to integrating family engagement through simulated conversations about student academic progress     

Joan M. T. Walker  Angela M. Legg 《师资教育杂志》2018,44(3):366-380

Abstract

Teachers regularly communicate with families, yet few candidates are well-prepared for this professional activity. This gap can hinder family–school partnership and pupils’ success. Given that candidates’ opportunities to learn about family engagement (FE) depends on the decisions and values of individual teacher educators, we illustrate how FE can be integrated into an existing educator preparation programme. Specifically, we describe how to design and use simulated parent–teacher conferences (PTCs) to: foster candidates’ conference communication skills; assess their understanding of content knowledge and their ability to plan instruction. Specifically, we designed two simulation tasks that required candidates’ to analyse and respond to a given student assessment profile and then share their interpretation of the information in ways that developed parent–teacher partnership. Modelled after simulation-based medical education, we describe three steps teacher educators can take to integrate simulated PTCs into their existing curriculum. To illustrate how and why simulations impact professional readiness, we also describe the advantages, sequence and psychological processes of simulation training. A sample of candidate profiles across the two tasks are shared to illustrate what candidates take away from their experiences and the kinds of findings faculty may encounter when integrating simulation pedagogy.  相似文献   

Selecting appropriate materials for very young children     

Joan M. Zeller  Suzanne L. McFarland 《Early Childhood Education Journal》1981,8(4):7-13

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Experiencing and evidencing learning through self-study: New ways of working with mentors and trainees in a training school partnership   总被引：1，自引：0，他引：1  

Joan Whitehead  Bernie Fitzgerald 《Teaching and Teacher Education》2007

This paper uses self-study to analyse the development of a generative, research-based approach to mentoring initial teacher training students in a Training School/university partnership and its contribution to redefining teacher education practice. It focuses on the ontological values and co-learning of the authors as they work collaboratively with mentors to develop a democratic form of social practice and relations. The use of video to record the teaching and situated learning of mentors and trainees is explored as are the qualities and conditions which helped foster the shift in power relations between participants as they engaged in reflective dialogue and inquiry. Issues of sustainability and embedding such practices are addressed as is the contribution of practitioner-research accounts to the professional knowledge of other teacher educators, teachers and trainees.  相似文献   

If you can't measure it—it doesn't exist     

Joan Freeman 《High Ability Studies》2007,18(1):65-66

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The Impact of Changing Roles on Relationships between Professionals in Inclusive Programs for Young Children     

Joan Lieber  Paula J. Beckman  Marci J. Hanson  Susan Janko  Jules M. Marquart  Eva Horn  Samuel L. Odom 《Early education and development》1997,8(1):67-82

As inclusion of young children with disabilities into preschool programs has become more prevalent, there have been concomitant changes in the roles assumed by the professionals and paraprofessionals in these programs. In this paper we examine the ways in which inclusive models influence the roles assumed by the program staff and the factors that affect the ability of staff members to assume these roles. Data, which included interviews, participant observation and document analysis, were collected as part of a multi-site national study of inclusive education programs and practices. From these data, themes emerged regarding the changing roles and relationships of staff members in inclusive early childhood programs. These themes are discussed as both facilitators of and barriers to successful inclusive programs.  相似文献