Book reviews     

Allan Mazur  Charles R. Day  J. W. Grove 《Minerva》1995,33(3):291-302

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Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology?     

Scott L. Graves JR.  Lynda Brown Wright 《Psychology in the schools》2007,44(8):865-872

The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007.  相似文献   

Teaching and nurturing: changing conceptions of self as teacher in a case study of becoming a teacher     

Robert V. Bullough JR  J. Gary Knowles 《International journal of qualitative studies in education》2013,26(2):121-140

Interest is growing in better understanding how teachers think and how they come to think like teachers. From a theoretical orientation informed by insights gained from symbolic inter‐actionism, recent research in the role metaphors play in self‐understanding, and schema theory, the authors present a case study of the first year of teaching of a divorced mother of five young children. Over the course of the year this teacher's understanding of herself as teacher changes, as indicated by changes in her personal teaching metaphor, teacher is nurturer. The reasons for these changes are explored. Of particular note is the struggle this teacher has balancing the demands of home and work. Finally, some implications for teacher education are discussed.  相似文献   

Joyce A. Baugh. The Detroit School Busing Case: Milliken v. Bradley and the Controversy over Desegregation. Lawrence: University Press of Kansas, 2011. 248 pp. Cloth $34.95. Paper $17.95.     

Deeann Grove 《History of education quarterly》2012,52(2):282-285

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The Racial Economy of Science: Toward a Democratic Future,edited by Sandra Harding; Feminism and Science,edited by Evelyn Fox Keller and Helen Longino     

Grove  J.W. 《Minerva》1999,37(2):191-198

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Exploring Sign Use in Two Settings     

Nicola Grove  Sine McDougall 《British Journal of Special Education》1991,18(4):149-156

Nicola Grove, speech/language therapist, and Sine McDougall, psychologist, from the Division of Psychiatry of Disability, Department of Mental Health Sciences, St. George's Hospital Medical School, London, explore use of Makaton signs in teacher-directed and free play settings by children with severe learning difficulties.  相似文献   

Science as technology: Aspects of a potent myth     

J. W. Grove 《Minerva》1980,18(2):293-312

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Twentieth‐Century America: Politics and Power in the United States, 1900–2000     

Susan Grove Hall 《Journal of American culture (Malden, Mass. : 2003)》2005,28(2):255-256

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Light-speed Constancy Versus Light-speed Invariance in the Derivation of Relativistic Kinematics     

BROWN  HARVEY R.; MAIA  ADOLFO  JR 《The British journal for the philosophy of science》1993,44(3):381-407

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The morality of scientists revisited     

J. W. Grove 《Minerva》1996,34(1):57-67

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