Improving College Instruction     

W. Hugh Stickler 《College Teaching》2013,61(2):29-34

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Rights,Identities and Inclusion: European action programmes as political education \[1]     

Audrey Osler  Hugh Starkey 《牛津教育评论》2013,39(1-2):199-215

Democracy and a commitment to human rights are key defining features of the European Union. Nevertheless, the inhabitants of Europe, living their local realities sometimes based in poverty and unemployment, and subject to racism, inadequate housing and high levels of crime, may not recognise that the European project is, in its intention, inclusive, since an inclusive society is far removed from their actual experience. European transnational education programmes are intended to promote a sense of involvement in European development. In 1997 the European Commission initiated a study to identify features of projects within its transnational education, training and youth programmes which contribute effectively to political education, and in particular to the development of active citizenship among participants. Projects initiated in 18 European countries, including all 15 European Union Member States, were analysed for the quality of information offered, their capacity to provide practice in democratic skills and opportunities for exploring multiple identities, and the extent to which they worked on democratic lines and enabled participants to feel involved. This article reports on the findings of this study, illustrating best practice in education for active citizenship and proposing a framework which might be applied to any programme of political education.  相似文献   

Judging debates     

Hugh Neal Wells 《Quarterly Journal of Speech》2013,99(4):336-345

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On repeated measures designs: Hierarchical structures and time trends     

R Hugh Morton 《Journal of sports sciences》2013,31(5):549-557

The basic anatomy of an experimental design is used as an expository introduction to the examination of several repeated measures experiments described in recent pages of this and other journals. This examination reveals problematic issues concerning some common design and analysis features of such experimental designs. In particular, the hierarchical structures and/or presence of time trends is highlighted. These issues are discussed in an attempt to assist researchers to recognize such problems, to avoid the associated difficulties in the future, and to exploit the advantages of sound design with appropriate, efficient and informative analysis. While alternate reanalyses of the data of these experiments might reveal the conclusions to be unaffected by such issues, researchers should still be cautious. In retrospect, such occurrences should be seen as fortuitous, not as justification for inefficient or less informative analyses. More importantly, such reanalyses could reveal more enlightening information, and I argue that if a design permits such information to be discovered, then it behoves researchers to perform such analyses and to make such discoveries.  相似文献   

Judging debates     

Hugh Neal Wells  J. M. O'Neill 《Quarterly Journal of Speech》2013,99(1):76-92

HANDBOOK OF SPEECH PATHOLOGY: Edited by Lee Edward Travis. New York: Appleton‐Century‐Crofts, 1957; pp. viii+1088. $12.00.  相似文献   

Research,practice and professional aspiration within teaching     

Hugh Sockett 《课程研究杂志》2013,45(2):97-112

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The International Institute for Child Study     

Hugh Philp 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(1):60-70

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Measurements of Growth in Religion     

Hugh Hartshorne∗ Ph. D. 《Religious education (Chicago, Ill.)》2013,108(3):148-155

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“飞去来器”飞回的奥秘     

Hugh Hunt  叶庆 《物理教学探讨》2011,29(3):58-59

飞去来器飞出去又能飞回的原因,主要是镖臂的截面形状及其自旋,本文以常见的V字形飞去来器为例将有关的物理原理作一介绍(参考剑桥大学休·汉特教授的网页)。  相似文献   

Problematising pupil voice using visual methods: Findings from a study of engaged and disaffected pupils in an urban secondary school     

Hilary Cremin  Carolynne Mason  Hugh Busher 《British Educational Research Journal》2011,37(4):585-603

This article explores how pupils and teachers in an 11–16 mixed secondary school in an area of urban disadvantage in the UK experience pupil voice. It used visual methods to unpick some of the ways in which official and unofficial discourses of pupil voice, engagement, discipline and inclusion were played out in this school. A typology of pupils, based on analysis of school policy documentation was produced. Whilst these ‘types’ were expressed through pupil scrapbooks and interviews, they were not found to be related to individual pupils in the way that the school policy documentation suggests. Adults respond to pupil voice differently depending on how it is framed—the ‘types’ create discursive practices that determine the things that can be said, by whom and in what way. The visual methods used are reviewed here in the light of findings and are found to be useful in eliciting a range of pupil voices.  相似文献