School bullying in different cultures: Eastern and Western perspectives     

Noel Purdy 《Pastoral Care in Education》2016,34(4):248-249

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Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1994,21(2):i-iv

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The Effect of Psychodrama Growth Groups on Self‐Concept and Dogmatism Scores in Student Teachers     

John Carroll  Noel Howieson 《Asia-Pacific Journal of Teacher Education》1984,12(2):26-33

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With or without U? Assemblage theory and (de)territorialising the university     

Jana Bacevic 《Globalisation, Societies & Education》2019,17(1):78-91

ABSTRACT

Contemporary changes in the domain of knowledge production are usually seen as posing significant challenges to ‘the University’. This paper argues against the framing of the university as an ideal-type, and considers epistemic gains from treating universities as assemblages (e.g. DeLanda, M. 2016. Assemblage Theory. Edinburgh: Edinburgh University Press) of different functions, actors and relations. It contrasts this with the concept of ‘unbundling’, using two recent cases of controversies around academics’ engagement on social media to show how, rather than having clearly delineated limits, social entities become ‘territorialised’ through boundary disputes. The conclusion extends this discussion to the production of knowledge about social objects in general.  相似文献   

Editorial: New discourses for new times, or old stories reinvented?     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1997,24(2):i-vi

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Critical perspectives on curriculum work in Australia and New Zealand     

Noel Gough 《课程研究杂志》2013,45(3)

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Thinking/acting locally/globally: Western science and environmental education in a global knowledge economy     

Noel Gough 《International Journal of Science Education》2013,35(11):1217-1237

This paper critically appraises a number of approaches to 'thinking globally' in environmental education, with particular reference to popular assumptions about the universal applicability of Western science. Although the transnational character of many environmental issues demands that we 'think globally', I argue that the contribution of Western science to understanding and resolving environmental problems might be enhanced by seeing it as one among many local knowledge traditions. The production of a 'global knowledge economy' in/for environmental education can then be understood as creating transnational 'spaces' in which local knowledge traditions can be performed together, rather than as creating a 'common market' in which representations of local knowledge must be translated into (or exchanged for) the terms of a universal discourse.  相似文献   

Book reviews     

C. Arnold Anderson  John Brennan  Robert H. Rossberg  Noel Entwistle  Max Streit  Gareth Williams  George Psacharopoulos 《Higher Education》1973,2(4):493-500

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Specific predictors of length and frequency effects in German beginning readers: testing component processes of sublexical and lexical reading in the DRC     

Hasenäcker  Jana  Schroeder  Sascha 《Reading and writing》2022,35(7):1627-1650

Reading and Writing - Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in...  相似文献   

The I.N.T.O., the bishops and the clash on school funding (1945–1954)     

Noel Ward 《Irish Educational Studies》2013,32(1):96-109

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