AN EXPERIMENT IN ADOLESCENT WORSHIP     

Hugh Hartshorne Ph.D.∗ 《Religious education (Chicago, Ill.)》2013,108(3):223-230

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 29, Number 3, June, 1955.  相似文献   

SECURING FIRST‐HAND DATA AS TO THE RELIGIOUS DEVELOPMENT OF CHILDREN     

Hugh H. Hartshorne Ph.D. 《Religious education (Chicago, Ill.)》2013,108(5):481-492

Ritual theorist Ronald Grimes notes a lack of rites of passage in Western society, yet a parallel longing for them. Although Grimes hesitates to invent new rites, such invention is the interest of this article. Building on research that juxtaposes ritual theory and Evangelical values, this work narrates the invention and implementation of a rite of passage into womanhood for undergraduates. It is based on Grimes’ markers of effectiveness and four relationships that form the essence of an Evangelical woman. Qualitative markers of its efficacy suggest that this is a viable method of encouraging Christian maturity in women.  相似文献   

AS A RELIGIOUS EDUCATOR     

Hugh Hartshorne 《Religious education (Chicago, Ill.)》2013,108(5)

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The project of the other: developing inclusive learning communities in schools     

Hugh Busher 《牛津教育评论》2013,39(4):459-477

This paper considers the possible nature and membership of learning communities in schools and what evidence there may be of middle leaders trying to develop and sustain learning communities with their colleagues, even though these communities encompass asymmetrical power relationships between members. Although it is argued that students and support staff are part of these learning communities, not apart from them, the limited evidence from this study does not support this. How power is used and distributed to construct collaborative cultures, and the part played by middle leaders, is central to the development of a learning community. The promotion of dialogue and consultation amongst members helps them to generate a sense of community which, in turn, enables them to tackle effectively the tasks and dilemmas facing them. Empirical evidence from a small scale study in England indicates the ways in which some middle leaders have tried to build learning communities, and their colleagues’ views on their efforts, while negotiating the value‐laden tensions and dilemmas inherent in all middle management posts in educational organisations.  相似文献   

Letters to the Editor     

Hugh Jones  Albert Henderson  Hazel Bell 《Learned Publishing》2000,13(3):197-201

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Author's response     

Hugh Lacey 《Metascience》2000,9(3):334-338

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Museum Ethics: Edited and written in part by Gary Edson     

Hugh H. Genoways 《Curator: The Museum Journal》1998,41(4):282-284

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Tommy—the tragic case of the aging modernist     

Hugh Sockett 《Cambridge Journal of Education》1996,26(2):255-260

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Issues in Assessment,Enterprise and Higher Education: the case for self‐peer and collaborative assessment     

Hugh Somervell 《Assessment & Evaluation in Higher Education》1993,18(3):221-233

The debate surrounding assessment in education and the tensions it has caused is based upon conflicting ideologies in society. Enterprise in Higher Education and other initiatives have raised the awareness of staff to these issues and caused many of us to rethink the way in which we educate students. Changing the structure of assessment has enabled us to start adopting methods which are more student centred and appropriate to the demands of employers in particular and society as a whole more generally. There is a strong case for adopting a, more collaborative approach which breaks away from traditional norms and, while assessing students’ abilities in a summative sense, helps them to develop an awareness of their strengths and weaknesses in a formative way.  相似文献   

The information needs of occupational therapy students: a case study          下载免费PDF全文

Jane Morgan‐Daniel  Hugh Preston 《Health information and libraries journal》2017,34(2):165-170

This article summarises a case study on the information needs of Masters level Occupational Therapy 5 (OT) students at one English university. A mixed methods questionnaire was used to explore motivators for information‐seeking, preferred information resources and barriers inhibiting the satisfaction of information needs. Thirteen recommendations for practice were formulated, focusing on how information professionals can best facilitate OT students’ learning and evidence‐based research skills in preparation for clinical practice. The study was completed by Jane Morgan‐Daniel, who received a Distinction for her work from Aberystwyth University, where she graduated with an MSC in Information and Library Studies in December 2016. She has written this article together with her dissertation supervisor, Hugh Preston. A. M.  相似文献