Perceptions and actions of distance educators on academic procrastination     

T. W. Wilkinson  T. M. Sherman 《The American journal of distance education》2013,27(3):47-56

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Training from cradle to grave? Social justice and training for people with learning difficulties     

Sheila Riddell  Stephen Baron  Heather Wilkinson 《教育政策杂志》2013,28(4):531-544

In this paper we question whether the radical change in the life situation of people with learning difficulties triggered by the closure of long‐stay hospitals does in fact represent an adequate inclusion into civil society or whether people with learning difficulties continue to experience strong exclusionary tendencies. We will explore the implications of a range of contemporary social justice theories for people with learning difficulties and examine the justice inherent in arrangements for training people with learning difficulties made by Local Enterprise Companies (LECs). We argue that training may be seen as a crucible of social values since its distribution transmits powerful messages about who is considered salvageable or unsalvageable, who is likely to become economically active and who is to be consigned to some special status of otherness. Finally, we consider what conceptualizations of social justice might hold out most hope for people with learning difficulties.  相似文献   

The current status of sociology of education in Australia and New Zealand     

Rupert Goodman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):122-127

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Psychology and Scripture teaching     

V. Wilkinson S.Th. 《British Journal of Religious Education》1938,5(4):224-227

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A Human Resources Dilemma? Emergent Themes in the Experiences of Part-Time Librarians     

Zara T. Wilkinson 《图书馆管理杂志》2015,55(5):343-361

Although many newly-graduated librarians are applying for and accepting part-time library employment after graduation, little research has been done into what working part-time means for these early career librarians. This article, based on a survey of recent LIS graduates who have worked part-time, provides a snapshot of part-time library employment and the advantages and disadvantages it affords to new librarians. This information is particularly relevant in light of the difficult job market for entry-level librarians. All of the surveyed librarians have worked in at least one part-time professional or paraprofessional position in a library after receiving their degree. Many of these respondents describe holding multiple part-time positions and receiving low salaries and few, if any, employment benefits. The themes documented in the open-ended short answers of these part-time librarians will help to guide further research into the professional and personal impact of part-time employment.  相似文献   

Organisational forms of science communication: the UK and Spanish European higher education systems as paradigms     

Ojeda-Romano  Gabriela  Fernández-Marcial  Viviana  Wilkinson  Clare  Stengler  A. Erik 《Higher Education》2022,84(4):801-825

As key elements in research and development systems, higher education institutions have been taking a leading role when it comes to communicating science and technology, but their performance has been inconsistent so far. In this critical and comparative study of the UK public engagement model and the Spanish scientific culture model, eighteen practitioners from higher education institutions across both regions were interviewed. A mixed qualitative data analysis has been performed identifying similarities and differences that unravelled the science communication management model in the two different higher education systems. This article provides evidence on how the institutionalisation of science communication is strongly influenced by key driving forces in the higher education context as well as the policies of administrations and other agents.

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External funding sources: Income generation in UK academic libraries     

Jan Wilkinson 《New Review of Academic Librarianship》2013,19(1):69-72

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Factors Associated with High Standards of Spelling in Years R-4     

Peter Daw  Jenifer Smith  Sally Wilkinson 《English in Education》1997,31(1):36-47

This article is based on a discussion document written for all schools in Suffolk, England by the English advisory team. It resulted from a small-scale survey of nine schools where results for National Curriculum test AT4 (Spelling) in 1994 and 1995 were particularly high. This in turn stemmed from concerns raised by monitoring local education authority results in this aspect of English and aimed to uncover common factors in these schools' approaches to teaching spelling and supporting pupils' development in this skill. The key factors indicated by the survey included the systematic teaching of both spelling patterns and phonics; the fostering of early independence in writing and reading; regular learning of spellings at home and effective partnership with parents in this; regular testing; effective short teaching sessions on spelling, and differentiation based on high expectations of all pupils.  相似文献   

Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study   总被引：1，自引：0，他引：1  

Janneke van de Pol  Sue Brindley  Rupert John Edward Higham 《Educational studies》2017,43(5):497-515

Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development.  相似文献   

Sex and relationships education: a comparison of variation in Northern Ireland’s and England’s policy-making processes*     

Dana Cavender Wilkinson 《Sex education》2017,17(6):605-620

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