Teamwork and change     

Gill Needham  Jane Holdsworth  Denise Miles 《Health information and libraries journal》1991,8(3):170-171

Vernacular Insurrections: race,black protest,and the new century in composition-literacies studies     

Gill Anderson 《Changing English: An International Journal of English Teaching》2015,22(1):125-131

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Ethical dilemmas are really important to potential adopters of autonomous vehicles     

Gill  Tripat 《Ethics and Information Technology》2021,23(4):657-673

Ethics and Information Technology - The ethical dilemma (ED) of whether autonomous vehicles (AVs) should protect the passengers or pedestrians when harm is unavoidable has been widely researched...  相似文献   

Reconfiguring the natures of childhood     

Gill Boag-Munroe 《Early Years: An International Journal of Research and Development》2015,35(1):110-111

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What Subject Matter Knowledge do second-level teachers need to know to teach trigonometry? An exploration and case study     

Richard Walsh  Olivia Fitzmaurice  John O’Donoghue 《Irish Educational Studies》2017,36(3):273-306

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Taylorism,Tylerism and Performance Indicators: defending the indefensible?     

Gill Helsby  Murray Saunders 《Educational studies》1993,19(1):55-77

This paper explores some of the antecedents to the recent growing interest in the United Kingdom in the use of educational performance indicators, and links it in particular to aspects of both Taylorist and Tylerist philosophies. It attempts to distinguish between different constructed meanings of performance indicators evident in both policy statements and practice. Whilst acknowledging the many potential problems inherent in the adoption of this approach to evaluation, the paper argues that both the nature and use of educational performance indicators are crucially shaped by factors such as purpose, authorship, focus and audience. The paper outlines an approach to performance indicators which tacitly addresses a critique of Taylorist and Tylerist influences, adopting an optimistic view that indicators can be made professionally relevant and useful. At the heart of the paper is an account of a collaborative evaluation project which, over the last 5 years, has supported the development of teacher‐generated indicators across some 80 schools and colleges in a consortium of six local education authorities. Despite the difficulties which have been encountered in this approach, the paper concludes that performance indicators can be made professionally relevant and useful.  相似文献   

Developmental Precursors of Relational Aggression From Late Childhood Through Adolescence     

Alazne Aizpitarte  Olivia E. Atherton  Lucy R. Zheng  Itziar Alonso-Arbiol  Richard W. Robins 《Child development》2019,90(1):117-126

Relational aggression—a psychological form of aggression—has numerous negative consequences for physical and emotional health. However, little is known about the risk factors that lead youth to engage in relational aggression. Using multimethod data from a longitudinal research of 674 Mexican-origin youth, this study examined the influence of parents, siblings, and peers on the development of relational aggression. Increases in relational aggression from age 10 to 16 were associated with: (a) low levels of parental monitoring and (b) increased association with deviant peers and siblings. These results held across gender and nativity status. The findings suggest that multiple socialization agents contribute to the development of relational aggression. We discuss the practical implications for reducing relational aggression during adolescence.  相似文献   

Reviews     

Pat Sadler  Garry Hornby  Gordon Dimmock  Don Baines  Gill Collins 《Pastoral Care in Education》2013,31(1):52-55

Pat Sadler, Hiroshima Shudo University, The Caring Child by Nancy Eisenberg. Cambridge, Mass, and London: Harvard University Press, 1992, hb ISBN 0 674 09725 4, pb ISBN 0 674 09726 2, US$8.95

Garry Hornby, University of Hull, Youth in Trouble: Educational Responses, by J. F. Schostak. London: Kogan Page, 1991. 192pp., pb. ISBN 0 7494 0372 1, np

Gordon Dimmock, Harold Hill Community School, Havering, ‘Some Way to Go’: A Pilot Study on the Appraisal of Educational Resources on Leaving Home and Homelessness, Leaving Home Project. London: Information Services Charity Limited, 1987. 56pp., £4.95

Gordon Dimmock, Harold Hill Community School, Havering, Experimental Project. Final Report, Leaving Home Project. London: Information Services Charity Limited, 1991. 30pp., £6

Gordon Dimmock, Harold Hill Community School, Havering, ‘Making the Break’: Choices and Decisions Facing Young People Leaving Home, by Philip Hope, edited by Catherine ByGott. London: CSV Advisory Service and Leaving Home Project, 1989. 157pp. plus VHS video ‘Cutting Loose’, 20 min., CSV, 1988. ISBN 0 907829 57 0, £28.25+£2.40 p. & p.

Don Baines, Anglia Polytechnic University, Teacher Training in Secondary Schools, by Rowie Shaw. London: Kogan Page Limited, 1992. 162pp., pb ISBN 0 7494 0637 2, £14.95

Gill Collins, Sovereign Centre Tutorial Unit, Issues: A Cross-Curricular Course for PSE, by John Foster. Hammersmith: Collins Educational, 1992. Pupil Book One, ISBN 0 00 327334 2, £4.95; Teachers Resources One, ISBN 0 00 327339 3, £7.25; Pupil Book Two, ISBN 0 00 327335 0, £4.95; Teachers Resources Two, ISBN 0 00 327340 7, £7.25; Pupil Book Three, ISBN 0 00 327336 9, £4.95; Teachers Resources Three, ISBN 0 00 3273415, £7.25; Pupil Book Four, ISBN 0 00 327337 7, £5.50; Teachers Resources Four, ISBN 0 00 327342 3, £7.95; Pupil Book Five, ISBN 0 00 327338 5, £5.50; Teachers Resources Five, ISBN 0 00 327343 1, £7.95  相似文献   

Conference Report: the International Council for Distance Education World Conference ‐‐ ‘Developing distance education’, Oslo,August 1988     

Ruth Carter  Gill Kirkup 《Open Learning》2013,28(1):56-58

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Catharine Beecher and Charlotte Perkins Gilman: Architects of Female Power     

Valerie Gill 《Journal of American culture (Malden, Mass. : 2003)》1998,21(2):17-24

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