Letter to the editors     

Dominic Hibberd 《Children‘s Literature in Education》1976,7(4):196-196

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Effects of varying performance sets and outcome on the expectations, attributions, and persistence of boys with learning disabilities     

D E Friedman  F J Medway 《Journal of learning disabilities》1987,20(5):312-316

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Special issue on assessment for learning     

Louise Hayward  Steve Higgins  Kay Livingston  Dominic Wyse  Ernest Spencer 《Curriculum Journal》2014,25(4):465-469

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Teaching physics: Students’ attitudes towards different learning activities   总被引：2，自引：1，他引：1  

Siân Owen  Dominic Dickson  Edward Boyes 《Research in Science & Technological Education》2013,31(2):113-128

The decline in the popularity of physics over the period of secondary schooling and its consequent low uptake at A‐level and beyond continues to cause concern on educational and economic grounds. The aim of this study is to explore whether physics might be made more attractive to students by employing an extended range of classroom and laboratory activities to teach it. Specifically, the study scores the popularity of a range of activities, students’ perceptions about how often these activities are used to teach physics, and whether students consider them educationally useful. Students appear to think in terms of written activities, passive activities, social activities and constructive activities. Written activities are relatively unpopular and seen as educationally less effective, but students perceived them as used frequently. Social activities such as group work are more popular. The most popular activities are constructive activities, such as doing experiments; these are seen as educationally useful, but are perceived as being used less often than other activities. While there are legitimate limitations on the types of activities that can be used, these findings add to our appreciation of which teaching activities students like and value.  相似文献   

The Semiotics of Science Teaching     

Peter Medway 《Studies in Science Education》2013,49(1):151-160

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Children's Group Nous: Understanding and Applying Peer Exclusion Within and Between Groups     

Dominic Abrams  Adam Rutland  Joseph Pelletier  and Jennifer M. Ferrell 《Child development》2009,80(1):224-243

In Study 1, 167 English children aged 6–8 or 9–11 evaluated peer English or French soccer fans that were loyal or partially disloyal. In Study 2, 149 children aged 5–11 made judgments about generic inclusion norms between and within competitive groups. In both studies, children's understanding of intergroup inclusion/exclusion norms (group nous) was predicted by theory of social mind (a social perspective taking measure) but not multiple classification skill. In Study 2, the number of groups children belonged to (an index of peer group experience) also predicted group nous. Supporting the developmental subjective group dynamics model ( D. Abrams, A. Rutland, & L. Cameron, 2003 ), children's experience and perspective taking help them make sense of inter- and intragroup inclusion and exclusion.  相似文献   

The Changing Landscape of Early Childhood Education: Implications for Policy and Practice     

Michael J. Haslip  Dominic F. Gullo 《Early Childhood Education Journal》2018,46(3):249-264

Early childhood education is changing rapidly due to the dynamic nature of positive and negative trends affecting the profession. In this article, the changing landscape of early childhood education is discussed and analyzed. Both the positive and negative forces contributing to the changing landscape are examined. The focus of this discussion includes changing demographics, changes in early childhood curriculum and instruction, increased focus on accountability, advances in research that inform early childhood education, influences affecting teacher preparation and professional development, and global trends affecting early education and care. We relate these trends to the need for holistic systems-thinking, integrated curricula, child-centered pedagogical standards, deeper commitment to social justice and a corresponding moral vision capable of inspiring educational policy, practice and research in the midst of a competitive global economy and the commodification of early childhood programs and curricula. By discussing practical examples and research findings to illustrate current positive and negative trends, this paper serves as a meaningful resource for all stakeholders. Taking recent dynamics into account, we provide a vision for evaluating change and analyzing major trends. Both implications and responses to the changes in the early childhood landscape are discussed.  相似文献   

Traditional school subjects versus progressive pedagogy     

Dominic Wyse  Louise Hayward  Steve Higgins  Kay Livingston 《Curriculum Journal》2018,29(3):295-297

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Books,libraries and reading     

Rachel Dunlop  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(26):45-70

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Why write?     

Nancy Martin  Peter Medway  Harold Smith  Pat D'Arcy 《The Urban Review》1974,7(4):303-318

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