Editorial     

Professor Lee Harvey  Dr Celia Whitchurch 《Higher Education Quarterly》2009,63(3):217-218

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Changing European Academics: A Comparative Study of Social Stratification,Work Patterns and Research Productivity. M. Kwiek. Routledge/SRHE,New York, 2019. ISBN 978‐0‐8153‐9647‐5 (hbk), ISBN 978‐0‐8153‐9648‐2 (pbk).     

Celia Whitchurch 《Higher Education Quarterly》2020,74(2):211-214

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Global Influences     

Celia Whitchurch 《Higher Education Quarterly》2016,70(3):223-224

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The rhetoric of management     

Celia M. Whitchurch 《Perspectives: Policy and Practice in Higher Education》2013,17(4)

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Profiling Scholars of Creativity: Practicing the Process with Dr. Michele Root-Bernstein     

Sarah F. Keenan  Punya Mishra  The Deep-Play Research Group 《TechTrends》2016,60(3):200-203

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Focus-on-form instructional methods promote deaf college students' improvement in English grammar     

Berent GP  Kelly RR  Aldersley S  Schmitz KL  Khalsa BK  Panara J  Keenan S 《Journal of deaf studies and deaf education》2007,12(1):8-24

Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies.  相似文献   

The supermolecular state of polymerized substances in relation to thin films and interfaces     

S.E. Sheppard  A.H. Nietz  R.L. Keenan 《Journal of The Franklin Institute》1929,207(4):553-554

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Change, ‘gain’ and pain?     

Celia M. Whitchurch 《Perspectives: Policy and Practice in Higher Education》2013,17(2)

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Corporate strategies for diverse agendas     

Celia M. Whitchurch 《Perspectives: Policy and Practice in Higher Education》2013,17(3)

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Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading          下载免费PDF全文

Micaela E. Christopher  Jacqueline Hulslander  Brian Byrne  Stefan Samuelsson  Janice M. Keenan  Bruce Pennington  John C. DeFries  Sally J. Wadsworth  Erik Willcutt  Richard K. Olson 《Child development》2015,86(2):342-361

The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post‐first grade (M = 7.4 years), and post‐fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post‐fourth‐grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post‐fourth‐grade comprehension), print knowledge, and rapid naming.  相似文献