Report of The Committee on a Coordinated Abstracting Service for Clinical Medicine and a Summary of Two Conferences on Scientific Abstracting Held in Paris,in April, 1948, at UNESCO House     

Fair E  Cunningham ER 《Bulletin of the Medical Library Association》1948,36(4):379-408

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Schooling for conflict transformation: a case study from northern Uganda     

Jeremy Cunningham 《Compare》2014,44(3)

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The uses of history,the uses of memory     

Peter Cunningham 《Education 3-13》2013,41(3):70-73

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Innovators,networks and structures: towards a prosopography of progressivism     

Peter Cunningham 《History of education》2013,42(5):433-451

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The Culture and Politics of Contemporary Street Gang Memoirs Josephine Metcalf. Jackson: University of Mississippi Press, 2012.     

Phillip Lamarr Cunningham 《Journal of American culture (Malden, Mass. : 2003)》2013,36(4):398-399

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Early years teachers and the influence of Piaget: evidence from oral history     

Peter Cunningham 《Early Years: An International Journal of Research and Development》2006,26(1):5-16

In studying the historical development of early years provision, a clear factor in raising its profile was the growth in scientific study of children, especially the reception and interpretation of Piaget's research. For an understanding of how the mediation of new thinking and new discoveries influenced students and teachers, textbooks provide an important documentary source, but evidence is also available through oral history in the living memories of practitioners themselves. This paper draws on the testimony of early years teachers who began their careers between 1927 and 1955 and continued teaching into the 1960s and 1970s. The account below begins with reflections on psychology and education in the early decades of the twentieth century drawn from a 1936 conference organised by the Nursery School Association of Great Britain, and from a widely used textbook that represents the gradual trend towards ‘fragmentation’ of educational theory into a multiplicity of disciplines. Reference is then made to two popular textbooks by prominent Froebelians, Brearley and Hitchfield, and by Ruth Beard illustrating the growing influence of Piaget as a post facto rationale for a pedagogy that was proceeding by instinct. Walkerdine, Lister and Hall are researchers who have investigated from various angles the impact of Piagetian psychology on primary practice, but the process whereby this translation from the laboratory to the classroom takes place is one that demands further investigation. Vital evidence lies in the living memories of early years teachers whose careers spanned the 1930s to the 1970s and a rich quality and personal texture of the data is apparent as retired early years teachers recounted their professional careers. It offers a more complex account than the grand narratives that historians have traditionally compiled from purely documentary evidence centring on great thinkers, key texts and policy initiatives. The role of in‐service education was clearly important in the experiences recalled in this paper. Above all we find evidence of a distinctive shift in teacher–child relationships over that historical period and of the contribution made to this by psychological theory, epitomised in the figure of Piaget and in his focus on the individual learner.  相似文献   

Contingency Awareness in Infants and Children with Severe and Profound Learning Disabilities     

Yvonne O'Brien  Sheila Glenn  Cliff Cunningham 《International Journal of Disability, Development & Education》1994,41(3):231-243

Seven infants and children with severe, profound and multiple learning difficulties (CA 3 months to 4 years, MA 2 months to 12 months, mean MA 4.5 months) were presented with a contingency situation where they could control the onset of a visually and auditorily attractive toy. In this situation their responding increased and some positive emotional effects were seen. When they were subsequently unable to control stimulation, negative effects were seen on a range of emotional, motivational and self‐stimulation measures. These results suggest that from a mental age level of 2 months children are equipped to detect cause and effect relationships and build up a picture of their world based on expectancies about such relationships; and that violations of these expectancies can lead to negative effects.  相似文献   

Approaching usability: a study of an academic health sciences library web site   总被引：1，自引：0，他引：1  

Ascher MT  Lougee-Heimer H  Cunningham DJ 《Medical reference services quarterly》2007,26(2):37-53

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Standards,Technology Adoption,and Ownership—But Not All in One Place     

Benjamin Compaine  Brendan Cunningham 《Journal of Media Economics》2013,26(4):187-191

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Editorial     

Peter Cunningham 《History of education》2013,42(3):293-294

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