Objectively Identifying the Cocktail Party Syndrome among Children with Spina Bifida     

Con Stough  Ted Nettelbeck  Greg Ireland 《International Journal of Disability, Development & Education》1988,35(1):23-30

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Restorative justice: two examples from New Zealand schools   总被引：1，自引：0，他引：1  

Janice Wearmouth  Rawiri McKinney  Ted Glynn 《British Journal of Special Education》2007,34(4):196-203

In this article, Janice Wearmouth, formerly professor of education at the University of Wellington, New Zealand and now at Liverpool Hope University, Rawiri McKinney, an advocate for Rangatahi who has recently completed his Master of Education degree, and Ted Glynn, foundation professor of teacher education at the University of Waikato, discuss two examples of restorative justice in practice to illustrate how community norms and values can help to encourage more socially appropriate behaviour. Both examples come from a New Zealand Maori context and interventions undertaken with young men whose behaviour was of concern in school and in the local neighbourhood. The interventions operated through traditional Maori protocols to shift the focus away from individuals on to the whole community in order to focus on'putting things right'between all those involved in the wrong-doing. These examples show how the use of traditional community conflict resolution processes was able to resolve tensions, make justice visible and re-establish harmonious relations between the individuals, the school and between members of the community. The use of restorative practices in schools is not straightforward, however. The authors of this article argue that it requires that schools do not own or completely control the process but are responsive to the local context and recognise the important sources of support that may be found in some of the families and local voluntary community groups within it for addressing problematic student behaviour.  相似文献   

Improvising firms: bricolage, account giving and improvisational competencies in the founding process   总被引：4，自引：0，他引：4  

Ted Baker  Anne S MinerDale T Eesley 《Research Policy》2003,32(2):255-276

Improvisation occurs when the design and execution of novel activities converge. Drawing on three samples of young firms, this inductive study investigates the existence, channels and implications of strategic improvisation in knowledge-intensive new businesses. Our study suggests that not only may founding itself be improvisational in some cases, but improvisational processes and issues permeate entrepreneurial activity and have non-obvious implications for emergent firm strategies and competencies. We develop propositions in four domains: (1) the occurrence of strategic improvisation; (2) tactical improvisation rising to the level of strategy; (3) network bricolage; and (4) improvisational competencies. This study contributes to research on organizational improvisation, bricolage and entrepreneurship. Theoretically and in practice, both improvisation and bricolage represent potentially rich additions to the vocabulary of entrepreneurial action.  相似文献   

DR-LINK in TIPSTER III     

Elizabeth D. Liddy  Ted Diamond  Mary McKenna 《Information Retrieval》2000,3(4):291-311

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Can we Speak of Alternative Frameworks and Conceptual Change in Mechanics?     

Rowlands  Stuart  Graham  Ted  Berry  John 《Science & Education》1999,8(3):241-271

This paper discusses the various conflicting trends in mechanics education that have appeared over the past two decades, and proposes the theory of schemata as a means to resolve the conflict that exists within the literature. The conflict has two causes: the prevailing relativism that exists within science education, and the mistaken view that student alternative ideas are concepts that are well defined. We argue that student alternative ideas can be best understood in terms of schema theory, and that schema theory can offer support to the Vygotskian idea of the teacher facilitating the construction of the Newtonian system within the students zone of proximal development. Within the context of schema theory we propose the category of idealised abstraction that has as its starting point the logical structure of Newtonian mechanics rather than the cognitive state of uninstructed students.  相似文献   

Variables influencing teachers' decisions to refer children for school psychological assessment services     

Ted J. Andrews  Jack J. Wisniewski  James A. Mulick 《Psychology in the schools》1997,34(3):239-244

The present study examined the variables influencing a teacher's decision to refer children suspected of having developmental or behavioral problems. Results indicated that younger children were not referred at a disproportionate rate for school psychological services as compared to their older classmates as suggested by earlier research, height and weight acted as moderator variables with respect to teacher referral patterns, African American children were referred at a disproportionate rate for developmental handicap services than were Caucasian children, and males were referred more than females for behavioral problems. These findings are discussed in terms of attribution and expectancy theories. © 1997 John Wiley & Sons, Inc.  相似文献   

Exclusion from school in Scotland and across the UK: Contrasts and questions     

Gillean McCluskey  Ted Cole  Harry Daniels  Ian Thompson  Alice Tawell 《British Educational Research Journal》2019,45(6):1140-1159

This article draws on findings from the first cross-national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children's education that lead to school exclusion. It investigates the reasons for the UK disparities, as well as the policy and practice in place. The focus of this article is on a detailed analysis of the policy context in Scotland, where official permanent exclusion reduced to an all-time low of just five cases in 2014/15. This is much lower than in Northern Ireland and Wales and in stark contrast to England, where exclusions have increased substantially since 2012. Our analysis seeks to understand Scotland's success in reducing exclusion and offers new insight into the ways in which national policies and local factors more generally shape schools and their practices and the consequent impacts for children and young people more broadly in the UK.  相似文献   

Using the interaction of speed and acceleration to detect repeated-sprint activity in team sports     

Ted Polglaze  Brian Dawson  Alec Buttfield 《Journal of sports sciences》2020,38(19):2186-2192

ABSTRACT