A difficult country     

Fred Inglis 《Higher Education Quarterly》1978,32(2):223-236

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English: An academic discipline in the training of a teacher     

Fred Inglis 《English in Education》1970,4(2):73-88

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The awkward ages,or what shall we tell the children?     

Inglis  Fred 《Children‘s Literature in Education》1974,5(1):13-34

Children's Literature in Education -  相似文献   

Reframing Resources in Engineering Teaching and Learning     

Zach Simpson  Helen Inglis  Carl Sandrock 《Africa Education Review》2020,17(3):175-188

Abstract

The notion of “resources” is often framed in an economic sense: money, time, equipment and the like. The authors reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads them to define resources as “the potential to participate in socio-cultural action” which is illustrated in this article through a series of reflections on the part of the authors, all within the context of engineering education. First, they demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, they show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, they reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, they present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in the authors’ sense, are valued within (engineering) education.  相似文献   

A cross-validation study of patterns of cognitive ability in children with learning difficulties, as described by factorially defined WISC-R verbal and performance IQs     

E G Nichols  J Inglis  J S Lawson  I MacKay 《Journal of learning disabilities》1988,21(8):504-508

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Conditional inference and advanced mathematical study     

Matthew Inglis  Adrian Simpson 《Educational Studies in Mathematics》2008,67(3):187-204

Many mathematicians and curriculum bodies have argued in favour of the theory of formal discipline: that studying advanced mathematics develops one’s ability to reason logically. In this paper we explore this view by directly comparing the inferences drawn from abstract conditional statements by advanced mathematics students and well-educated arts students. The mathematics students in the study were found to endorse fewer invalid conditional inferences than the arts students, but they did not endorse significantly more valid inferences. We establish that both groups tended to endorse more inferences which led to negated conclusions than inferences which led to affirmative conclusions (a phenomenon known as the negative conclusion effect). In contrast, however, we demonstrate that, unlike the arts students, the mathematics students did not exhibit the affirmative premise effect: the tendency to endorse more inferences with affirmative premises than with negated premises. We speculate that this latter result may be due to an increased ability for successful mathematics students to be able to ‘see through’ opaque representations. Overall, our data are consistent with a version of the formal discipline view. However, there are important caveats; in particular, we demonstrate that there is no simplistic relationship between the study of advanced mathematics and conditional inference behaviour.

Matthew InglisEmail:

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Erratum: “Manufacturing and wetting low-cost microfluidic cell separation devices” [Biomicrofluidics 7, 056501 (2013)]     

Ryan S. Pawell  David W. Inglis  Tracie J. Barber  Robert A. Taylor 《Biomicrofluidics》2013,7(5)

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A malediction upon management     

Fred Inglis 《教育政策杂志》2013,28(4):417-429

This paper starts out from an account of deep changes in the formation of what has been called turbo-capitalism and attaches these to the emergence of wholesale auditing of all state institutions. It criticizes these hastily contrived procedures for irrelevance, narrowly financial criteria and a view of accountability indistinguishable from the politics of blame. It concludes by tracing the incommensurability of these methods with more traditional and canonical values in the polity now at risk under the impress of consumer totalitarianism.  相似文献   

Slaughterhouse 22     

Fred Inglis 《Education 3-13》2013,41(1):42-46

Help and stimulus for science teaching seems to be a topic of concern in many schools. This article, by Gloucestershire's Science Adviser, is an illustration of one LEA's approach to providing support. The ideas may be of interest and help to others.  相似文献   

Validation of a learning disability index (LDI) derived from a principal components analysis of the WISC-R     

J A Tittemore  J S Lawson  J Inglis 《Journal of learning disabilities》1985,18(8):449-454

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