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SHAUNA MC GILL 《Support for Learning》2011,26(1):4-12
This research is designed to provide information for participants, facilitators and policy makers in the area of Extended Schools. Its salient purpose is to investigate and examine the feelings, beliefs and attitudes of teachers and parents involved in the development of the Extended Schools project in Northern Ireland. The Extended Schools project was formally launched by the Northern Ireland Secretary of State on 7 March 2006, and aims to provide a wide range of services and activities in school with the intention of helping to meet the needs of children, their families and the wider community. The qualitative approach was deemed the most appropriate methodology for gathering data. 相似文献
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ISABELLE D. CHERNEY LISA KELLY-VANCE KATRINA GILL GLOVER AMY RUANE BRIGETTE OLIVER RYALLS 《教育心理学》2003,23(1):95-106
The goals of the present study were to identify the impact particular stereotyped toys have on young children's complexity of play; to identify how these behaviours may influence children's cognitive development using play assessment; and to ascertain the toys that would be most appropriate for use in play assessment sessions. A total of 30 children who ranged in age from 18-47 months were observed playing for 30 minutes in a playroom. Analyses revealed that higher levels of play complexity were only manifested when children played with female stereotyped toys. The implications for practitioners of this and other findings are discussed. 相似文献
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GILL CHAPMAN 《The International Journal of Art & Design Education》1995,14(1):65-76
In general, Industrial Design BA courses have been slow to formulate a coherent strategy for the inclusion, implementation and integration of computers into their teaching. CAD hardware and software has appeared in many institutions as a result of the enthusiasm of one or two individuals who have used a particular CAD system themselves or been bowled over by an impressive demonstration. The possession of the equipment then to a large extent determines what kind of use can be made of it, and this is also subject to the vagaries of staff time and expertise, both of which are often in short supply. Basic questions, such as ‘What is the purpose of CAD education in this course?’ or ‘What kind of computing do the students really need?’ are often by-passed until it is too late. Over the last three years at Sheffield Hallam University a conscious attempt has been made to evolve an approach which begins with questions such as these and results in a coherent teaching and learning strategy for our students. 相似文献