Chemical research of Sir Prafulla Chandra Rây     

Sreebrata Goswami  Samaresh Bhattacharya 《Resonance》2001,6(1):42-49

The above account reveals the versatility of Prafulla Chandra’s research activities. Most importantly, he initiated chemical research in modern India and was successful in developing the first research school of chemistry that in time spread far and wide. In his obituary notice,Nature (July 15, 1944) wrote “it was by the enthusiasm for research with which he inspired his students that he will best be remembered”.  相似文献   

A psychometric evaluation of the Learning Styles Questionnaire: 40-item version     

Britt Klein  Louise McCall  David Austin  Leon Piterman 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):23-32

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Travelling towards change in assessment: Policy,practice and research in education     

Louise Hayward  Nicki Hedge 《Assessment in Education: Principles, Policy & Practice》2005,12(1):55-75

Whilst there is evidence of significant investment in policy-led initiatives to raise attainment in schools, there is rather less evidence of the positive impact of such initiatives. In this paper we explore stakeholder views of recent initiatives in assessment in Scotland in an attempt to discern the relationships between assessment policy, research and practice in schools. Against a background of major assessment initiatives and by drawing on data from two national consultations, the paper illustrates the complexities inherent in following advice for policy developments to begin from where people are now. Finally, the paper explores the possibility of a new assessment journey for researchers, teachers and policy-makers, one which acknowledges the complex process of community-based transformational change.  相似文献   

Chalkface challenges: a study of academic dishonesty amongst students in New Zealand tertiary institutions     

Kelly de Lambert  Louise Taylor 《Assessment & Evaluation in Higher Education》2006,31(5):485-503

This paper presents the findings of two investigations into the prevalence and profile of academic dishonesty amongst students in New Zealand’s tertiary institutions and compares this with findings from other studies. Staff and students report on their personal experiences of academic dishonesty and these are compared with official information requested and supplied by the institutions. Ways in which academic dishonesty are dealt with are discussed, including the reasons given by staff and students for lack of action. Staff and student reactions to institutional policies on the issue are presented, analysed and compared with data from other studies. Finally the study examines methods utilised by academic staff to minimise the occurrence of dishonest behaviour.  相似文献   

Teachers’ recognition of anxiety and somatic symptoms in their pupils          下载免费PDF全文

Louise Neil  Marjorie Smith 《Psychology in the schools》2017,54(9):1176-1188

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Reflective Writing and the Spirit of Inquiry     

Mary Louise Holly 《Cambridge Journal of Education》1989,19(1):71-80

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The relationship between the school as a learning organisation and staff outcomes: A case study of Wales     

Marco Kools  Pierre Gouëdard  Bert George  Bram Steijn  Victor Bekkers  Louise Stoll 《European Journal of Education》2019,54(3):426-442

Does the school as a learning organisation affect staff outcomes? This article examines the relationship between the school as a learning organisation and staff job satisfaction and the school's responsiveness to staff needs using a purposefully designed “Schools as Learning Organisations Survey” completed as part of an OECD study in Wales. A positive and significant relationship is found between the school as a learning organisation and both job satisfaction of staff—that is school leaders, teachers and teaching support staff—and the school's responsiveness to staff needs. The article proposes ways of realising these outcomes and identifies areas for further research. Policy makers, school staff and other stakeholders in education and other public sectors internationally can use these findings as supporting evidence in recommending people to develop their organisations into learning organisations, given the potential benefits for employees and the organisation at large.  相似文献   

Learning about Spelling Sequences: The Role of Onsets and Rimes in Analogies in Reading   总被引：2，自引：0，他引：2  

Usha Goswami 《Child development》1991,62(5):1110-1123

Children's phonological awareness, especially their awareness of rhyme, is known to be importnat for later reading development. However, the exact nature of the connection between phonological skills and reading is not yet known. One possibility is that when children analyze written words in reading, they find it relatively easy to learn about spelling sequences within these words that reflect phonological categorizations such as rhyme. This hypothesis implies that learning to read words is not a purely visual process. For example, spelling sequences that reflect the intrasyllabic linguistic units of onset (initial consonants) and rime (vowel and final consonants), and thus are connected to rhyme, may be easier to learn about than other spelling sequences. In Experiment 1, children learned more about shared consonant blends at the beginnings of words ( tr im- tr ap), which constituted the onset, than at the ends of words (wi nk -ta nk ), which broke up the rime. In contrast, Experiment 2 showed that when words shared a vowel as well as a consonant blend, more was learned about spelling sequences at the ends of words (w ink -p ink ), which now reflected the rime, than at the beginnings of words ( tr im- tr ip), where the vowel extended the onset. So intrasyllabic phonological knowledge does seem to play a role in learning about spelling sequences in reading.  相似文献   

Curriculum,pedagogies and assessment in Scotland: the quest for social justice. ‘Ah kent yir faither’   总被引：1，自引：0，他引：1  

E. Louise Hayward 《Assessment in Education: Principles, Policy & Practice》2007,14(2):251-268

This paper explores the ways in which assessment has developed and is developing in Scotland. The article begins by providing background information on Scotland's educational system. The second section tracks the relationship between curriculum and assessment in Scotland for children aged 3–14, 14–16 and 16+. The third section explores Scotland's current attempt to develop a coherent assessment system. The fourth section focuses on the major curriculum review presently underway in Scotland and reflects on the emerging future for Scottish Education. Connections between ideas of Learning, Assessment and Excellence are explored and issues being faced by one small country trying to develop a coherent assessment system that is both just and dependable are identified.  相似文献   

The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study     

Kathryn Gibbs  K. Louise Mercer  Suzanne Carrington 《International Journal of Disability, Development & Education》2016,63(6):608-622

This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD.  相似文献