Multiculturalism, postcolonialism, feminism: Do they require new research epistemologies?     

Sandra Harding 《The Australian Educational Researcher》1998,25(1):37-51

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Marketing Theory and Practice On‐line: a Development Towards International Collaboration     

Francis Farrelly  Sally Joy  Sandra Luxton 《Higher Education in Europe》1999,24(2):287-294

The authors detail the development of an on‐line course, “Marketing Theory and Practice On‐line” (MTPO) as part of the charter‐mandated commitment of Monash University of Australia to deliver quality flexible education transnationally. The course, that is now offered to both on‐campus and distance education students, uses a full range of media and computer technologies, including the Internet, e‐mail, bulletin boards, on‐line library facilities, video animations, and hypertext. The guiding principles for the development of the course were that the methodology must enrich the learning experience; the communication shell must enrich a scholarly environment; and the subject development should encourage and facilitate new opportunities. The ultimate aim is to utilize MTPO as the basis for international collaboration and to use the collaboration in question to develop a stronger intellectual package with specialist marketing subjects at both the undergraduate and the postgraduate levels.  相似文献   

Sport in history: promises and problems     

Sandra Heck  Evelyn Mertin 《Sportwissenschaft》2010,40(1):69-70

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Sporthistorisches aus den USA     

Sandra Heck  Bettina Kratzmüller 《Sportwissenschaft》2010,40(3):219-221

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Editorial: Who do we think we are anyway?     

Sandra K. Abell  Lawrence B. Flick 《科学教学研究杂志》1997,34(5):425-427

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Editorial team report to the NARST community     

William C. Kyle  Sandra K. Abell  George M. Bodner  David C. Eichinger  Gerald H. Krockover  James D. Lehman  Mary B. Nakhleh  Daniel P. Shepardson  Mark J. Volkmann 《科学教学研究杂志》1999,36(5):515-519

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教育信息化和未来学校教育模式——透视伍德的国家教育信息化政策框架   总被引：1，自引：0，他引：1  

袁莉 《中国教育信息化》2005,(9):60-65

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Repeated reports for child maltreatment among intimate partner violence victims: Findings from the National Survey of Child and Adolescent Well-Being     

Cecilia Casanueva  Sandra L. Martin  Desmond K. Runyan 《Child abuse & neglect》2009,33(2):84-93

ObjectivesTo determine the prevalence of intimate partner violence (defined as any physical violence during the last 12 months or previously) among mothers who maltreat their children, and to examine whether mothers’ experiences of intimate partner violence (IPV) are associated with repeated reports (rereports) of children to Child Protective Services (CPS) during the following 18 months.MethodsData for the analyses were from the National Survey of Child and Adolescent Well-Being (NSCAW), a national probability study of children investigated for child maltreatment. The sample of 5,501 children (ages 0–14) was randomly selected from the families who entered the US child welfare system between October 1999 and December 2000. The analysis sample was restricted to 1,236 families in which caregivers were: (1) the alleged perpetrators of the child maltreatment at baseline (independently of substantiation status) and (2) the biological mothers (n = 1,212 or 98.6%), adoptive mothers (n = 17 or 1%), or stepmothers (n = 7 or 0.3%) of children not placed in out-of-home care.ResultsChildren of mothers physically abused by an intimate partner during the last 12 months or previously at the intake interview (44%) were twice as likely as children of mothers who had not experienced such violence to be rereported to CPS (29% vs. 14%, Odds Ratio = 2.0, 95% Confidence Interval = 1.1–3.4). Rereports occurred almost twice as quickly for children of mothers who experienced IPV compared to children of mothers who had not experienced IPV (Hazard Ratio = 1.9, 95% Confidence Interval = 1.1–3.0).ConclusionsThe higher risk and speedier rereports of child maltreatment associated with intimate partner violence highlights the need for universal assessment and provision of services for IPV among families that are investigated by CPS.  相似文献   

The spiritual component of children’s lives: the role of media     

Sandra Bosacki  Anne Elliott  Spogmai Akseer  Mira Bajovic 《British Journal of Religious Education》2010,32(1):49-61

Drawn from a larger study of Canadian children’s sense of self and media habits, this study explores the role of religiosity and/or spirituality within 535 children’s (281 girls, 254 boys; 5–13 years of age) self‐reported media preferences and habits over a three‐year period. Results indicate that the theme of spirituality and/or religiosity emerged most frequently within the context of after‐school activities, music listening habits and the reading habits of participants’ mothers. Aside from children in Grade 1 (five–six years), girls were more likely than boys to mention issues of spirituality and religiosity, particularly during preadolescence (10–13 years). Younger children reported more issues of spirituality than older children. Results are discussed in terms of educational implications for critical media literacy.  相似文献   

Issues of cultural appropriateness and pedagogical efficacy: exploring peer review in a second language writing class     

Guangwei Hu  Sandra Tsui Eu Lam 《Instructional Science》2010,38(4):371-394

This paper reports on a study designed to investigate (a) whether peer review is an effective pedagogical activity with adult Chinese students in the teaching of second language (L2) academic writing and (b) how factors such as perceptions of the influence of peer reviewers’ L2 proficiency, previous experience with peer review, feedback preferences, and culturally-based beliefs and practices relate to the effectiveness of the pedagogical activity. Participants were 20 English-as-an-L2 learners from China who were enrolled in an academic writing class for postgraduate students at a Singaporean university. Data included first drafts of an academic writing assignment, written peer comments, revised drafts of the assignment, responses to a questionnaire, and interviews. Quantitative analyses of the peer comments and revisions to the drafts show that significant improvement in the revised drafts was linked to peer feedback. Further statistical analyses indicate that the learner variables of interest did not affect the effectiveness of the peer review activity. In addition, qualitative analyses of the questionnaire data and the interviews reveal a general acceptance of peer review as a socioculturally appropriate pedagogical activity for Chinese students. The results of the study are interpreted with an understanding of its limitations, and directions for further research are also discussed.  相似文献