The Development of Nuclear Physics Between the Wars     

Schloegel  Judy Johns 《Science & Education》2019,28(9-10):1267-1271

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How Do Teachers Use Comics to Promote Engagement,Equity, and Diversity in Science Classrooms?     

Matuk  Camillia  Hurwich  Talia  Spiegel  Amy  Diamond  Judy 《Research in Science Education》2021,51(3):685-732

Research in Science Education - Equitable learning opportunities are critical to the goals of science education. However, major curriculum standards are vague on how to achieve equity goals, and...  相似文献   

Indigenization and University Governance: Reflections from the Transition to Yukon University     

Staples  Kiri  Klein  Rhiannon  Southwick  Tosh  Kinnear  Lacia  Geddes  Carol  Gingell  Judy 《Tertiary Education and Management》2021,27(3):209-225

Tertiary Education and Management - While literature on university governance in Canada has identified key challenges that need to be addressed, it largely overlooks calls for change towards...  相似文献   

Ideas: A system for international data exchange and access for science     

Keith G. Jeffery  Judy O. Lay 《Information processing & management》1989,25(6)

An operational prototype inhomogeneous distributed database system has been built to provide homogeneous access for researchers and managers of science policy to data on research projects held in three countries. The architecture is sufficiently general not only to accommodate additional countries and databases on research projects, but also to provide a general framework for other international collaborative projects aimed at the provision of information. The design exhibits an optimal compromise between sufficient data to satisfy a retrieval request and the minimal data for transmission to maintain the database.  相似文献   

The educational progress and outcomes of children in care: editorial     

Judy Sebba  Nikki Luke 《牛津教育评论》2019,45(4):435-442

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商务邮件秘诀:客户通知邮件的5个秘诀     

Judy Zhang  Judy Zhang 《英语沙龙》2011,(2)

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Support for Students with Hidden Disabilities in Universities: A Case Study     

Donna Couzens  Shiralee Poed  Mika Kataoka  Alicia Brandon  Judy Hartley  Deb Keen 《International Journal of Disability, Development & Education》2015,62(1):24-41

More students with disabilities are accessing the tertiary sector with many disabilities not easily observed (or hidden), because there are no physical indicators. These “hidden” disabilities affect a variety of cognitive processes and may be developmental or acquired. To ensure students with hidden disabilities can enrol, engage in and benefit from tertiary education, universities generally provide a range of supports. Typically these supports and any reasonable adjustments are negotiated with students taking into account a number of factors including, where available, any supporting documentation that they might be able to provide. This case study reports efforts within one large Australian university to support higher education students with hidden disabilities on campus. Perceptions on the use of and barriers to support available were collected from seven undergraduate students who self-identified as having hidden disabilities and from eight support staff. Results indicated that students found their informal networks to be their most effective supports, closely followed by clear, caring and flexible lecturers and tutors. There were mixed positive and negative perceptions reported on the universal and disability-specific supports available. Implications and future research directions are discussed.  相似文献   

Erratum to: Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses     

Paul Andrews  Judy Sayers 《Early Childhood Education Journal》2015,43(4):269-269

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Exemplifying a Continuum of Collaborative Engagement: Raising Literacy Achievement of At-Risk Students in New Zealand     

Judy M. Parr  Helen S. Timperley 《Journal of Education for Students Placed at Risk》2015,20(1-2):29-41

This article reports different ways researchers work with stakeholders in national projects targeted at raising achievement of students. Specifically, New Zealand has a persistent high performance–low equity profile in international tests, with indigenous Māori students and immigrants from the Pacific Islands most at risk of underachievement and of leaving school without qualifications. Policy has aimed to address this issue largely through provision of high-quality professional development to enhance effectiveness of practice. The notion of a continuum of collaboration is proposed; examples are presented that are positioned at different points in terms of the ideal of coconstructed, evidence-based judgments and decisions. The examples represent models or ways of working and the analysis captures both the varied nature of the interface that researchers have with policy makers, ministry officials, deliverers of professional development, and schools, and the affordances and tensions that accompany each model. Student achievement outcomes are identified.  相似文献   

Parent and Family Engagement in Higher Education     

Judy Marquez Kiyama  Casandra E. Harper  Delma Ramos  David Aguayo  Laura A. Page  Kathy Adams Riester 《ASHE Higher Education Report》2015,41(6):1-94

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