Searching EMBASE: do the results justify the cost?     

ANNE M. K. COLLINS  STEVEN GASS 《Health information and libraries journal》1987,4(4):225-231

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Library Association Medical Health and Welfare Libraries Group, 1978–1992     

ANNE WILLIS 《Health information and libraries journal》1993,10(3):111-118

HOBBES ON CIVIL ASSOCIATION     

ANNE SELLER 《Philosophical Books》1976,17(2):54-57

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Connecting Anglia & Oxford to core health information     

ANNE BRICE 《Health information and libraries journal》1998,15(3):196-200

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Stir It Up: Home Economics in American Culture by Megan J. Elias     

ANNE‐LISE HALVORSEN 《History of education quarterly》2011,51(3):413-415

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'For the Sake of the Children' as the Worth of the Teacher? The Gendered Discourses of the New Zealand National Kindergarten Teachers' Employment Negotiations     

JUDITH DUNCAN 《Gender and education》1996,8(2):159-170

Within the texts from the 1992 National Kindergarten Teachers' Collective Employment Contract Negotiations, using Foucault's interpretation of 'discourse', dominant discourses were identified. Two of these discourses illustrate the gendered nature of the position of kindergarten teachers in New Zealand, which I have called 'Children First' and 'For the Sake of the Children'. These discourses can be seen to be used tactically to affect the outcomes of the negotiations, and have 'their' view accepted as 'reality'. Each sited teachers in a powerless position for negotiating wages and working conditions, but presented different possibilities outside of the negotiating setting. This paper addresses these two discourses, which most clearly illustrated the gendered nature of the position of New Zealand kindergarten teachers.  相似文献   

Developing support for siblings of young people with disabilities     

SALLY CONWAY  DONALD MEYER 《Support for Learning》2008,23(3):113-117

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Informal Learning in the Workplace: A case study of new teachers     

ANNE WILLIAMS 《Educational studies》2003,29(2-3):207-219

This paper focuses on the learning of new teachers in England where all such teachers have to complete a statutory induction year, with a particular emphasis on the part that may be played by non-formal or informal learning. Drawing on the work of Eraut, and Guile and Griffiths, it uses interview and survey data from work with new teachers to identify three aspects of work-place learning which, it is suggested, may not be best accommodated within current induction arrangements. Concluding that much of new teachers' professional learning is informal rather than formal, reactive rather than deliberative and collaborative rather than individual implications for the ongoing improvement of induction practice are considered.  相似文献   

Taking Students Seriously: Their rights to be safe at school     

KAREN NAIRN  ANNE B. SMITH 《Gender and education》2003,15(2):133-149

In a broader study of students' rights at school, high school students in New Zealand were asked about whether gay/lesbian/bisexual students would feel safe at their school. Data are reported from a nationwide survey of 107 high schools involving 821 students (aged 15-16 years) and 438 staff who responded to a questionnaire. The article focuses on how students and staff describe attitudes to lesbian/gay/bisexual students, and identifies the most prevalent discourses, including a counter-discourse of acceptance. Although attention to a discourse of acceptance risks the effect of undermining the implications of extreme violence against lesbian/gay/bisexual students, it also challenges the pervasive construction of lesbian/gay/bisexual students as victims. The authors argue that attention to discourses of acceptance might open up further discursive and material strategies for working towards the safety of all school students, including lesbian/gay/bisexual students.  相似文献   

DATEC: Art for art's sake—or a job as well?     

ANNE KING 《The International Journal of Art & Design Education》1983,2(1):43-48

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