Writing for Social Scientists: How to Start and Finish Tour Thesis,Book, or Article.     

Sharon ABBEY Bev BAILEY  Jane Dubrick  Kathleen Moore  Joyce Nyhof-YOUNG  Erminia Pedretti  Ron Saranchuk 《International journal of qualitative studies in education》2013,26(1):101-102

Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations.  相似文献   

Book reviews     

Ron Johnston 《Perspectives: Policy and Practice in Higher Education》2013,17(4):115-118

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The Rise of Gridiron University: Higher Education's Uneasy Alliance with Big‐Time Football Brian M. Ingrassia. Lawrence: University Press of Kansas, 2012.     

Ron Briley 《Journal of American culture (Malden, Mass. : 2003)》2013,36(3):255-256

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Michael Marland CBE,MA. A tribute     

Ron Best 《Pastoral Care in Education》2013,31(4):207-209

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In a world set apart: the Dalton dynasty at King Alfred School, 1920–62     

Ron Brooks 《History of education》2013,42(4):421-440

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The Educational Thought of Albert Schweitzer     

Dr. Ron Abrell 《Clearing house (Menasha, Wis.)》2013,86(7):293-296

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The Impact of a Decade of Educational Change on Pastoral Care and PSE: A Survey of Teacher Perceptions     

Ron Best 《Pastoral Care in Education》1999,17(2):3-13

This paper reports an investigation via questionnaire into the changes in pastoral care and PSE since 1988 and the Reform Act. The author outlines the key changes since 1988 and constructs several hypotheses. These hypotheses predict that the effects on these two areas will have been negative. However, the results obtained from the survey were more positive than expected. Many respondents saw the changes as having increased the perceived importance of pastoral care.  相似文献   

Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995–2005     

Ron Bramlett  Gary L. Cates  Elena Savina  Brittni Lauinger 《Psychology in the schools》2010,47(2):114-125

This article reviews research in the four major school psychology journals: Journal of School Psychology, Psychology in the Schools, School Psychology Quarterly, and School Psychology Review. The function of the review was to provide school psychologists with a summary of academic interventions published through years 1995–2005, synthesize the commonalities of empirically based interventions, and report on the extent to which each article provides the reader the opportunity to understand the effects of the intervention with regard to the amount of instructional time required to implement it. Results of the review suggest that reading is most heavily investigated followed by math and, to a much lesser degree, written expression. Moreover, studies use a variety of designs including single subject and group designs. Finally, it is clear that a limited number of studies evaluate the effectiveness of an intervention with regard to the amount of instructional time needed to implement the intervention. In light of these findings and in addition to the two major functions of the review, recommendations for practice and future research are presented. © 2009 Wiley Periodicals, Inc.  相似文献   

By Their Own Young Hand. By K. Hawton and K. Rodham with E. Evans     

Ron Best 《Pastoral Care in Education》2007,25(1):42-43

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Inter-University Cooperation and ERASMUS: The Integration of French LEA Students in British Undergraduate University Courses     

Russell Cousins  Ron Hallmark  Ian Pickup 《Higher Education Quarterly》1990,44(1):82-97

With the advent of the ERASMUS programme a new impetus has been given to the exchange of students between countries within the European Community. Having outlined the aims and objectives of ERASMUS, the authors take as a case-study the development of links between the Universities of Birmingham and Grenoble III (Stendhal University), from the initial inter-university agreemart to the creation of an ERASMUS diploma. The problems posed by diffetences in university systems and practices in Britain and France are identified. Academic issues discussed include the relative merits of contrastive and complementay study programmes, the tailoring of course packages to the needs of specific groups of students, linguistic difficulties, assessment and validation procedures. After a brief consideration of practical arrangements, the article concludes with an evaluation of lessons which are to be learnt and of the extent to which such an initiative might be said to fulfil the ideals of the ERASMUS program.  相似文献