So many filters, so little time: the development of a search filter appraisal checklist          下载免费PDF全文

Julie Glanville  Sue Bayliss  Andrew Booth  Yenal Dundar  Hasina Fernandes  Nigel David Fleeman  Louise Foster  Cynthia Fraser  Anne Fry-Smith  Su Golder  Carol Lefebvre  Caroline Miller  Suzy Paisley  Liz Payne  Alison Price    Karen Welch 《Medical Library and Historical Journal》2008,96(4):356-361

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Changing times,changing assessments: International perspectives Special Issue to be published in Educational Research     

Liz Twist 《Educational research; a review for teachers and all concerned with progress in education》2020,62(2):246-247

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Ten years after: it’s the economy and culture,stupid!     

Melinda Cooper  Liz McFall 《Journal of Cultural Economy》2017,10(1):1-7

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Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity     

Liz Done  Mike Murphy  Mia Watt 《Support for Learning》2016,31(4):281-295

This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos.  相似文献   

Assessment as a tool for learning   总被引：6，自引：0，他引：6  

Filip J.R.C. Dochy  Liz McDowell 《Studies in Educational Evaluation》1997,23(4):279-298

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Learning How to Learn: Parental ethnotheories and young children's preparation for school     

Liz Brooker 《International Journal of Early Years Education》2003,11(2):117-128

This paper discusses one aspect of the findings from an ethnographic study of the ways in which four-year-old children learn, and are taught, at home and in their Reception class. The children were from two distinctive cultural backgrounds within the same urban neighbourhood: one-half belonged to UK ('Anglo') families, and one-half to families from Bangladesh. They were observed and assessed throughout their first school year, and additional data were collected from interviews with parents, practitioners and the children themselves. Analysis of the data suggested that one way of understanding the variation in the children's experiences was through the ethnotheories, or cultural belief systems, of their home communities--such as their parents' concepts of childhood, and their theories of intelligence and instruction. The paper argues that such differences in children's home preparation have consequences for their school experience, and carry implications for their school providers. The study of parental ethnotheories, therefore, may help to explain, and alleviate, the differences in school achievement of children from diverse backgrounds. However, accessing respondents' personal theories presents both ethical and methodological problems, particularly when the researcher is working with socially disadvantaged groups. La recherche dans les ethnothe´ories parentales, ou dans les syste ¤ mes de croyance culturels, peut contribuer a ¤ notre compre´hension de l'expe´rience scolaire diffe´rentielle et de l'accomplissement des enfants de classes diffe´rentes et de milieux culturels diffe´rents. Cependant, l'acce ¤ s a ¤ les the´ories personnelles des personnes interroge´es, que peut-etre ils sont inconscients de posse´der, pre´sente proble ¤ mes e´thiques et methodologiques, particulie ¤ rement quand les chercheurs travaillent avec des groupes qui sont de´savantage´s socialement. Cet essai pre´sente quelques de´couvertes d'une e´tude ethnographique sur les fac¸ons dans lequelles des enfants de quatre ans apprennent, et sont enseigne´s, a ¤ la maison et dans leur classe de re´ception. La expe´rience d'apprendre a ¤ la maison est diffe´rente pour chacun des 16 enfants, et dans chaque cas est forme´e par les croyances parentales -- en particulier leurs concepts sur l'enfance, et sur les ro´les des parents, et leurs the´ories sur l'intelligence et l'instruction. Ceux-ci refle ¤ tent partiellement la position des familles dans la communaute´ "anglo" ou bangladaise dans leur voisinage partage´. Quand les diffe´rences dans la pre´paration e´ducative des enfants a ¤ la maison sont comprises, il y a des implications e´videntes pour leurs pourvoyeurs d'e´ducation. La investigacio´n sobre las etnoteor L ´as paternales, o sea sobre los sistemas culturales de la creencia, pueden contribuir a nuestra comprensio´n de la experiencia diferencial escolar y del logro de los nin ¨ os de clases y or L ´genes culturales diferentes. Sin embargo, el acceso a las teor L ´as personales de los respondientes, que quizas ellos mismos no son conscientes de poseer, presenta problemas e´ticos as L ´ como tambie´n metodolo´gicos, particularmente cuando los investigadores trabajan con grupos socialmente desventajados. Este ensayo presenta algunas conclusiones de un estudio etnogra´fico sobre el modo en que los nin ¨ os de cuatro an ¨ os de edad aprenden, y se les ensen ¨ a, en casa y en su clase de recepcio´n. La experiencia de aprendisaje en el hogar es diferente para cada uno de los 16 nin ¨ os, y en cada caso esta´ formada por creencias paternales -- en particular sobre sus conceptos de nin ¨ ez, y el rol que juegan los padres, y de sus teor L ´as sobre la inteligencia y la instruccio´n. Estos conceptos reflejan en parte la posicio´n de las familias dentro de la comunidad 'Anglo' o banglades L ´ en su vecindario compartido. Cuando las diferencias en la preparacio´n educativa en el hogar de los nin ¨ os son comprendidas, hay implicaciones evidentes para sus proveedores de escuela.  相似文献   

The cooking teacher: investigating gender stereotypes in a Korean kindergarten     

Liz Brooker Corresponding author  Sang‐Jin Ha 《Early Years: An International Journal of Research and Development》2005,25(1):17-30

This article discusses some findings from a small‐scale investigation of children's gendered beliefs and behaviours in a Korean kindergarten which was attempting to challenge gender stereotyping through the anti‐bias intervention of a ‘cooking curriculum’. A sample of 14 children, some with ‘working’ mothers and some with ‘housewife’ mothers, was observed for two months, and informally interviewed on several occasions. The children's mothers were also interviewed. The findings are situated in the context of the changing, but still traditional, culture of Korean society, as well as in the contexts of early childhood education and theories of gender acquisition. They confirm that, although children are highly likely to reproduce the beliefs current in their home environment, they are open to reconstructing these views when actively challenged to consider alternatives, either by the school curriculum or by engaging in debate with a researcher or practitioner. The nature of the ‘alternative’ views available may however be problematic.  相似文献   

Facing up to the risks in commercially focused university–industry R&D partnerships     

Liz Fulop  Paul K. Couchman 《高等教育研究与发展》2006,25(2):163-177

The number of university–industry R&D partnerships (UIPs) has increased significantly over the past decade, in most OECD countries and in Australia, yet the study of risk in such commercially focused collaborative ventures is still a developing area. This review paper seeks to contribute to debate on this increasingly important phenomenon by addressing three key areas of risks for universities in entering such collaborations. The commercialization of research findings presents particular risks to universities, most notably the possibility of financial loss, which has a greater impact than for companies in cross‐sector collaborations. Another major type of risk faced by universities is relational risk, and this can significantly alter the trust dynamics that underpin research and innovation. There are also institutional risks to universities and their research staff engaged in commercializable R&D and, ultimately, to their reputation as a neutral source of expertise. It is argued there is a need for universities in Australia to develop comprehensive policies to manage the risks of commercialization and R&D collaboration with industry partners.  相似文献   

The PCC and OCLC: Some Reflections on 45 Years of Cooperation     

Liz Bishoff 《Cataloging & classification quarterly》2020,58(3-4):209-216

Abstract

Both authors have served as OCLC’s representative to the Program for Cooperative Cataloging’s Policy Committee and Steering Committee and participated in the PCC’s creation. They offer some reminiscences of the early years of the PCC and of OCLC’s involvement in, and support of, the PCC.  相似文献   

Water Cycle     

Liz Cashdan 《English in Education》2013,47(2):101-101

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