Before Jackie Robinson: The Transcendent Role of Black Sporting Pioneers Gerald R. Gems,Editor. University of Nebraska Press, 2017.     

Frank E. Dobson Jr. 《Journal of American culture (Malden, Mass. : 2003)》2018,41(2):220-220

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Visually impaired children: Development and implications for education     

Michael J. Tobin  Nick Bozic  Graeme Douglas  John Greaney  Stuart Ross 《European Journal of Psychology of Education - EJPE》1997,12(4):431-447

This paper examines some of the models used for conceptualizing the possible developmental implications of blindness and severe visual impairment. It takes up the question of the significance in infancy of certain skills and proficiencies, especially motor, that may be impeded by the lack of vision. The paper then addresses such issues for the school age child as access to literacy, with the emphasis being on ways of mitigating the potentially educationally handicapping consequences of visual disability. Educational technology is cited as one of the principal means available to teachers for meeting these challenges, and examples are given of procedures and devices that are being explored. A central argument is that for psychologists, teachers, and educational technologists the search must be to pinpoint the specific and changing needs of the individual learner.  相似文献   

A SOCIOLOGICAL APPROACH TO THE PROBLEM OF EDUCATIONAL SEGREGATION∗     

Graeme R. Newman B.A.  Dip. Ed.  Dip. Crim 《International Journal of Disability, Development & Education》1969,16(1):20-28

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Science at the Crossroads? The Decline of Science in Australian Higher Education     

Ian R. Dobson 《Tertiary Education and Management》2006,12(2):183-195

The Australian Government has stressed the important role universities play in producing knowledge workers to service the needs of the technology-driven new economy. The massification of Australian higher education from 1989 rapidly increased the stock of university-educated people in all disciplines. Although university science enrolments also grew, analysis reveals both that the growth rate has been considerably less than the sector average, and that there has been a serious decline in the number of students being trained in the enabling sciences: chemistry, mathematics and physics. Recent Government policies are unlikely to reverse this critical decline.  相似文献   

Developing a Theoretical Framework for Response: Creative Writing as Response in the Year 6 Primary Classroom          下载免费PDF全文

Tom Dobson 《English in Education》2015,49(3):252-265

Focusing on the creative writing of Year 6 boys as they make the transition to Year 7, this article establishes a theoretical model for creative writing as response. In line with Bakhtin's notion of utterances as ‘interpersonal’ (1986), the model demonstrates the complexity of creative writing – the text is influencing of and influenced by an author's participation in ‘figured worlds’ (Holland, Lachicotte, Skinner and Cain 1998), but also influencing of and influenced by future respondents. This article suggests that ‘weaker framing’ (Bernstein 2000) in creative writing pedagogy has the potential to alter boys' identities and refigure their worlds.  相似文献   

Theorising the academic viva in higher education: the argument for a qualitative approach     

Stephen Dobson 《Assessment & Evaluation in Higher Education》2008,33(3):277-288

The argument made in this essay is that it is necessary to theorize a form of assessment—the academic viva in higher education. It is threatened with extinction because of its high cost compared with written exams, multiple choice and other forms of assessment. However, little empirical research, both in Norway and internationally, has been undertaken to reveal what is actually going on in the viva. This has partly been because it has been difficult to gain access to systematically observe the viva examination as it takes place. In the qualitative research presented by the author, on the higher education viva in Norway, permission was obtained to film a number of master’s in education vivas where candidates defended 50,000‐word dissertations. Three research questions were asked: how was the viva talked into being, what kinds of judgements were made by examiners, and, lastly, what would a validity argument look like for the viva? Answering these research questions moves some way to proposing a theory of the viva and hence providing a foundation for determining whether its continued existence is legitimate, at least from a theoretical and qualitatively researched point of view.  相似文献   

Book reviews     

Mary A. Anderson  Frank Bowles  C. O. Taiwo  Jan D. Beckmann  L. J. Lewis  James R. Liesch  Godfrey N. Brown  H. L. Elvin  Shib K. Mitra  Richard F. Behrendt  Graeme Kemelfield  Hugh W. R. Hawes  W. A. Dodd  A. L. Tibawi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(2):220-251

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Book reviews     

J. Bruce Francis  Michalina Vaughan  Colin Flood Page  Sally Tomlinson  R. A. Becher  Margaret C. Ives  John Urry  K. G. Collier  Meir Zadok  Charles Carter  Jürgen Schramm  Jean Barry  Graeme C. Moodie  Donald Bligh  R. A. King  D. G. Mulcahy  Peter Scott  F. R. Charmer  T. R. Bone  John A. Hughes  Roger Greenhough  Alec M. Ross  John Wakeford  Joyce Skinner  Duncan B. Nimmo  Cedric Cullingford  L. R. B. Elton 《Higher Education》1979,8(6):709-744

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The Internationalisation of University Education: Australia and Finland Compared     

Dobson  Ian R.  Hölttä  Seppo 《Tertiary Education and Management》2001,7(3):243-254

This paper examines alternative attitudes to internationalisation, using Australia and Finland as case studies. In Australia, the principal thrust of “internationalisation” has been one of the export of educational services. The fees paid by the majority of the 84 000 international university students have become a critical part of the funding of Australia’s university system. In Finland, universities continue to be funded almost exclusively through government grants, and official philosophy towards the internationalisation of higher education differs from the more direct economic Australian model. Comparative philosophy, mobility and comparative numbers are considered. This revised version was published online in June 2006 with corrections to the Cover Date.  相似文献   

Study Inventory Responses and ‘A’ level Grades     

Clifford B. Dobson 《Educational studies》1979,5(2):127-134

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