International Understanding of Learning Disabilities     

John Wills Lloyd  Clay Keller  Li‐yu Hung 《Learning disabilities research & practice》2007,22(3):159-160

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Use of the slide show audiometric technique with mentally retarded children     

L L Lloyd 《Exceptional children》1965,32(2):93-98

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Ethical and Supervision Issues in the Use of Counselling and Other Helping Skills with Children and Young People in School     

Gwynedd Lloyd 《Pastoral Care in Education》1999,17(3):25-30

This paper explores the use of counselling and other helping skills with young people in schools, focusing on how teachers, who may not be formally trained, work in this area. The author argues that counselling in schools may not be common but that teachers' use of counselling skills and the involvement in intensive case work is much more so. The ethical issues in this work are identified. It is argued that schools should draw up their own ethical position statements and that staff who are involved in intensive support work with pupils should receive supervision.  相似文献   

In pursuit of excellence: An investigation of a shared culture at an independent secondary school     

Anthony H. R. Chittenden 《The Australian Educational Researcher》1993,20(2):51-73

This study investigated the existence of a shared culture between staff and students at the Anglican Church Grammar School. Research consisted of a naturalistic case study approach using qualitative field study methods. Findings revealed that a shared culture between the staff and the students did exist and that the culture was grounded in the academic and extra-curricular elements of the school.  相似文献   

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赖鼎铭 《图书情报工作》1997,41(5):2-11,34

论述图书馆学与资讯研究的典范变迁，介绍典范的意义及重要性；探讨图书馆学与资讯研究的５个典范，如图书馆作为一种社会机构的典范、系统导向的典范、Ｂｅｌｋｉｎ知识的非常态状态典范、Ｄｅｒｖｉｎ的意义建构论及诠释学等。  相似文献   

Inservice Education in Queensland: Some Lessons     

Lloyd Logan  Judyth Sachs 《Asia-Pacific Journal of Teacher Education》1988,16(1):63-69

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An exploration of the role of schema theory and the (non-indigenous) construction of indigenous identity     

D. Lloyd 《Environmental Education Research》2014,20(6):795-813

Community engagement is increasingly important in environmental management. While such engagement has tended to comprise only one-way communication, genuine engagement often requires meaningful cross-cultural communication. This paper explores issues surrounding engagement with Australian indigenous communities, suggesting that the construction of the cultural identity of these communities is an important impediment to meaningful social engagement. Drawing on schema theory and the notion of Bhabha’s interstitial space, we argue that environmental management needs to embrace such ideas. Using examples from a study of the non-indigenous construction of Australian Aboriginal identity through a long-established Australian newspaper, we explore implications of non-indigenous construction of Australian Aboriginal identity in environmental management. We argue, thus, that contemporary environmental management needs to encourage a focus on conscious engagement or self-critique of identity statements. This focus would have an emphasis on the constructedness of cultural identity and conscious rejection of the unthinking assumptions they engender.  相似文献   

BOOK REVIEWS     

Clare Pettitt  Simon J. Potter  David Lloyd Smith 《Media History》2013,19(4):441-447

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College students' ratings of student effort,student ability and teacher input as correlates of student performance on multiple-choice exams     

Robert L. Williams  Lloyd Clark 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):229-239

In the class session following feedback regarding their scores on multiple-choice exams, undergraduate students in a large human development course rated the strength of possible contributors to their exam performance. Students rated items related to their personal effort in preparing for the exam (identified as student effort in the paper), their ability to perform well on the exams (identified as student ability), and teacher input that might have affected their exam performance. Students rated most student effort items higher than teacher input and student ability items. Notwithstanding, across all exams, ratings of student ability and teacher input correlated more strongly with exam performance than did student effort ratings. High and low performers on the exams differed significantly on ratings of student ability and teacher input, but were more similar on ratings of student effort.  相似文献   

The high skills project and the limits of possibility: a response to Coffield     

Caroline Lloyd  Jonathan Payne 《教育政策杂志》2013,28(4):471-483

In 2003, we wrote a critical reply to Frank Coffield’s reflections in this journal on the significance of the Performance and Innovation Unit’s project on workforce development for the future direction of skills policy in England. As Coffield made clear in a rejoinder, underpinning our arguments are fundamental disagreements about what would be required to tackle the low skills equilibrium and develop the UK as a high skills society. Coffield criticised our project for being unrealistic and as offering no threat to the status quo. In this reply, we respond to these criticisms before subjecting Coffield’s own policy recommendations to closer scrutiny. The danger with following his approach is that it not only results in academics setting their sights too low but is overly optimistic about what can be achieved by working with policy makers given current political and ideological constraints.  相似文献