Ask and you will receive: how question type influences quantity and quality of online discussions     

Megan E. Bradley  Lindsay R. Thom  Jennifer Hayes  Cindy Hay 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):888-900

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Improving methods of consulting with young people: Piloting a new model of consultation     

Richard C. Woolfson  Donna Bryce  Lindsay Mooney  Michael Harker  Dorothy Lowe  Ellen Ferguson 《Educational Psychology in Practice》2008,24(1):55-67

National and international legislation has increasingly placed a duty on professionals to consult with young people about matters affecting their lives. Consequently, conducting consultation exercises with young people in order to improve the quality of services available is becoming established practice in many areas. Following on from previous research which asked children and young people about ways they prefer to be consulted, this study developed a new model of consultation to enhance the effectiveness of meetings that young people attend in order to discuss their additional support needs. This model was implemented in a series of consultation meetings in three secondary schools, and was evaluated by examining the views of the key stakeholders (pupils, parents, school staff, visiting professionals) through questionnaires and interviews. The findings suggest that this new model did have a positive impact on the young people who were involved and was perceived positively by all stakeholder groups. This model can provide guidance for EPs and other professionals who wish to effectively involve children and young people in the consultation process.  相似文献   

Factors affecting the placement of preschool-aged deaf children     

C R Musselman  A K Wilson  P H Lindsay 《American annals of the deaf》1989,134(1):9-13

The placement in and movement among preschool programs of 131 children with severe and profound hearing losses was monitored over four years. Longitudinal data were obtained on the children's linguistic and social development. In the first year of the study, most of the children were enrolled in auditory/oral (A/O) programs. By the final year, most were enrolled instead in total communication (TC) programs; similar movement occurred from individual to classroom programs. Children in A/O individual programs had the most hearing, highest intelligence and most favorable family profile, followed by children in A/O classes, TC individual programs, and TC classes. Scores on measures of spoken language followed the same pattern. On measures of receptive language and mother-child communication, children in A/O individual programs and those in TC classes had similar scores. Children in TC individual programs came next, and last were children in A/O classes. These findings have implications for the choice of programs for preschool deaf children.  相似文献   

Education and Training for Medical Librarianship.     

A Hahn 《Bulletin of the Medical Library Association》1964,52(1):70-71

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Book reviews     

Jürgen Hüllen  Maurice Debesse  John Wilson  Eric Ashby  Walter Hahn  Wolfgang Mitter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1973,19(3):406-414

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Book reviews     

T. Neville Postlethwaite  Lise Vislie  Maurice Saliba  A. J. Cropley  Pedro T. Orata  G. J. Warnock  James Lynch  Arthur Hearnden  G. de Landsheere  I. D. Zverev  Godfrey N. Brown  Yung H. Park  Annie Vinokur  Richard J. Shavelson  Jindra Kulich  Walter Hahn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(1):139-166

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Book review     

Kyo-Hun Chin  Joshua Ka-ho Mok  Jung Sun Hahn 《Asia Pacific Education Review》2001,2(1):119-125

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Trends in Higher Education Participation in Scotland   总被引：1，自引：0，他引：1  

Lindsay Paterson 《Higher Education Quarterly》1997,51(1):29-48

Scottish higher education has expanded and diversified in the last two decades. Most notably, compared to the early 1980s, participation in the mid-1990s has risen disproportionately among people aged over 21, people from socially disadvantaged backgrounds, women, and (probably) minority ethnic groups. Students are more likely to move away from their home region on entering undergraduate courses, although they are not much more likely than before to leave Scotland altogether. Although participation from Scotland generally has risen more rapidly than participation from elsewhere in the UK generally, at some Scottish institutions the proportion of undergraduates coming from outside Scotland is growing. The system as a whole is not becoming markedly more part-time, although there has been a rise in the very small proportion of people who are studying for first degrees part-time (as opposed to HNDs etc). The share of higher education taking place in further education colleges has grown sharply, but nearly all of that has been for HNDs etc rather than degrees. The expansion has been driven partly by general social change (including the intergenerational effects of previous educational expansion), partly by special entrance schemes to encourage students from social backgrounds that have not in the past been strongly associated with entering higher education, and partly by government policy. These pressures will continue, and will probably be reinforced by the imminent reform of post-16 assessment and curriculum in Scotland, producing for the educational stage immediately preceding higher education for most students a unified framework embracing both academic and vocational courses.  相似文献   

From here to there! Elementary: a game-based approach to developing number sense and early algebraic understanding     

Hulse  Taylyn  Daigle  Maria  Manzo  Daniel  Braith  Lindsay  Harrison  Avery  Ottmar  Erin 《Educational technology research and development : ETR & D》2019,67(2):423-441

Educational technology research and development - This paper examines whether using From Here to There! (FH2T:E), a dynamic game-based mathematics learning technology relates to improved early...  相似文献   

Evidencing the Case for Preventive Conservation: the Role of Collections Care Documentation     

Helen Lindsay 《文物保护研究》2018,63(5):175-180

ABSTRACT

Collections care describes actions taken to prevent or limit the deterioration of moveable cultural heritage and ‘collections care documentation’ (CCD) refers to the recording and retention of information relating to those activities. This paper describes the findings of a survey and targeted interviews with staff from a number of U.K. museums, archives and libraries. The results suggest that, while there is much good practice, some organisations face difficulties instituting a framework for CCD which covers all their activities effectively.

Large and small organisations have varying challenges to face; the former with specialist staff working in separate departments and the latter with staff who carry out activities relating to preventive conservation but who may not have specialist knowledge. An efficient documentation structure, which is resilient and relevant to the organisation, can support and improve communication as well as raise awareness of the reasons for and methods of preventive conservation. This paper looks at the reasons why even basic practices can sometimes be difficult to achieve and presents ideas for identifying and overcoming barriers. As preventive conservators argue that specified actions influence the long-term sustainability of collections the evidence that allows verification those claims needs to be retained. In order to do this, a greater focus on what data to collect and why will enable the sector to align CCD with specific research questions.  相似文献