An Inspector Calls: an analysis of inspection procedures in French primary education     

Keith Sharpe 《Compare》1993,23(3):263-275

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Development of the ‘Museum Health and Social Care Service’ to promote the use of arts and cultural activities by health and social care professionals caring for older people     

Juliana Thompson  Zoe Brown  Katherine Baker  Jenni Naisby  Sophie Mitchell  Christina Dodds 《Educational gerontology》2020,46(8):452-460

ABSTRACT

It is well documented that engagement in arts and cultural activities contributes to improving and maintaining the health and well-being of older people. Despite this, many health and social care professionals do not recognize or accept arts and cultural activities as relevant to their care remit. To address this, a team of 17 individuals comprising older service users, and staff from a range of health and social care, arts, and museum and archive services in North East England worked collaboratively to design and develop the Museum Health and Social Care Service (MHSCS). MHSCS is a resource and training package that reinforces the care and clinical benefits of arts and cultural activities to older people’s health and wellbeing, aimed at supporting health and social care professionals to acknowledge and use these activities as integral to care delivery.  相似文献   

The role of cognitive style in educational computer conferencing     

Hilary Cunningham-Atkins  Norman Powell  David Moore  Dave Hobbs  Simon Sharpe 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):69-80

This paper reports an investigation of the impact of students’ cognitive style on their effective use of educational text‐based computer‐mediated conferences. The research centres on an empirical study involving students from three courses run by the British Open University. Statistical analysis of the data does not suggest that cognitive style has a strong influence on student participation in the conference, but does suggest that, contrary to expectations, ‘imagers’ may send more messages to conferences than ‘verbalisers’. The data also suggest a possible link between certain cognitive styles and course completion, and that the interaction of different styles within a group, as described by Riding and Rayner's (1998 ) team roles, may have an indirect influence on task completion.  相似文献   

Listening and questioning     

Sophie Haroutunian-Gordon 《Learning Inquiry》2007,1(2):143-152

In the article that follows, I take up a debate that has arisen over the past three years concerning the following issue: Does every act of listening involve the listener in questioning? I argue that the answer to the questions is yes. I give background on the question and then consider one instance of listening that may suggest no role for questioning to play. Drawing upon Gadamer, I present an argument in support of my claim. I conclude with an implication for research.  相似文献   

Assessment in Infancy: A Case Revisited     

Pamela Sharpe 《Asia Pacific Journal of Education》1995,15(2):72-80

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Do Friendships Afford Academic Benefits? A Meta-analytic Study     

Kathryn R. Wentzel  Sophie Jablansky  Nicole R. Scalise 《Educational Psychology Review》2018,30(4):1241-1267

Using meta-analytic techniques, we examined systematically the evidence linking friendship to academically related outcomes, asking: To what extent is friendship related to academic performance and to academically related cognitive skills? Based on 22 studies that yielded 81 effect sizes and 28 independent samples, we examined relations between friendship and academically related cognitive skills (e.g., scientific reasoning, linguistic skills, spatial memory) and performance (e.g., academic grades, test scores). The role of friendship was defined in one of two ways: working with mutual friends on academic tasks and the experience of having friendships (as indicated by having at least one reciprocated friend or a number of friends). Small to moderate effect sizes suggest that working together with a friend and simply having a friend were related significantly and positively both to cognitive and performance outcomes. Student (sex, age, country of origin) and methodological (measurement, design) characteristics were not significant moderators of relations between friendship and academically related outcomes.  相似文献   

Troublesome knowledge: why don't they understand?     

Sophie Hill 《Health information and libraries journal》2010,27(1):80-83

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Xavier Greffe,Artistes et marchés     

Sophie Ragot 《Journal of Cultural Economics》2009,33(1):79-83

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Forging an identity as a linguistic minority: Intra- and intergroup aspects of language,communication and identity in Western Canada     

Sophie Gaudet  Richard Clément 《Int J Intercult Relat》2009,33(3):213-227

Language has often been understood as the carrier of culture [Chiu, C. H., & Chen, J. (2004). Symbols and interactions: Application of the CCC model to culture, language, and social identity. In S. H. Ng, C. N. Candlin, & C. H. Chui (Eds.), Language matters: Communication, culture, and identity (pp. 155–182). Hong Kong: City University of Hong Kong Press; Fishman, J. A. (1977). Language and ethnicity. In H. Giles (Ed.), Language, ethnicity and intergroup relations (pp. 15–57). London: Academic Press]. Contact with other cultural groups, however, effects many changes to the social context and linguistic répertoire of minority group members (e.g. [Phinney, J. S. (2003). Ethnic identity and acculturation. In K. M. Chun, P. B. Organista, & G. Marín (Eds.), Acculturation: Advances in theory, measurement, and applied research (pp. 63–81). Washington, DC: American Psychological Association]). While there is a link between language and culture, there is still a lack of firm understanding regarding the dynamics that surround the relationship between language, group interactions, and acculturative outcomes. The goal of this study is, therefore, to further delve into the components of social interactions and communication to map out these processes. A total of 218 Francophone students enrolled in French schools in Saskatchewan completed a questionnaire assessing their psychological adjustment, ethnic identity, social support, communication networks, intergroup contact, and linguistic confidence. The results indicated that social interactions with both the in- and outgroup were important for identity maintenance, adoption, and adjustment. The relevance of communication networks and social support in acculturative situations is discussed.  相似文献   

记得我吗?   总被引：1，自引：0，他引：1  

Sophie Kinsella 《海外英语》2008,(5):47-47

[abstract]提要28岁的LexiSmart醒来时,发现自己身处医院,修了完美的牙齿,恢复了健康的体魄。在一次车祸中幸存下来的Lexi忘掉了整整3年的记忆,而这本书就是讲述她如何找回记忆,以及迎接新生活的历程。下面选的这段是本书的第一段,以第一人称的身份描述了刚刚醒来的Lexi的心理活动。  相似文献