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Lesley Hughes 《Emotional and Behavioural Difficulties》2013,18(1):69-80
A diagnosis of AD/HD may tell us that the child has the core characteristics of inattentiveness, impulsivity and or hyperactivity, but it fails to convey the extent to which the social context of the child's environment manipulates these characteristics. This article reports on how children with a diagnosis of AD/HD view the impact their social environment has on their behaviour; providing us with insight into how educational and medical intervention strategies are failing to achieve their potential. The findings suggest that if children with AD/HD and their families are to benefit from educational and medical intervention then stakeholders need to work together to provide coordinated and consistent support. 相似文献
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Julie A. Hughes 《Community College Journal of Research & Practice》2013,37(2):189-197
This study examined the teaching techniques used by community college faculty and the student learning outcomes that faculty sought to accomplish. Data were collected through a survey designed to assess the degree to which a variety of techniques were used and the related student learning outcomes that were intended. Participants (N = 197) were career and transfer faculty at a large metropolitan community college in the midwestern United States. Analysis of the data included determining the frequency of use of each technique and examining the relationships between frequency of use, intended learning outcomes and four independent variables (gender, years of experience, rank, and teaching area). Results indicated that the lecture was the predominant technique used, although a majority of the faculty also used other techniques. When faculty used techniques other than lecture a majority of the time, they did so to accomplish higher order learning outcomes. Significant relationships were found between frequency of use, intended learning outcomes, and teaching area. Faculty teaching in the transfer curriculum were more likely to lecture a majority of the time and to intend higher order learning outcomes than career faculty who lectured to impart information. 相似文献
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Monoculturalism in transition: The educational implications and opportunities of finnish internationalization 总被引:1,自引:0,他引:1
Glyn Hughes 《Prospects》1995,25(3):495-518
A lecturer in English language at the Department of Teacher Education, University of Jyv?skyl? (Finland). His fields of interest
include the use of computers in language teaching, Canadian studies, global education and citizenship. He has published several
articles and textbooks, includingA handbook of classroom English. 相似文献
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Pamela Greenhough Mary Scanlan Anthony Feiler David Johnson Wan Ching Yee Jane Andrews Alison Price Maggie Smithson Martin Hughes 《Literacy》2005,39(2):97-103
A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning. 相似文献
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R. N. Hughes 《Learning & behavior》1985,13(3):253-260
Angles of free turn were observed in woodlice (Porcellio scaber) after they had been forced to turn left or right in runways. Alternation angles were increased by greater forced-turn angles and number of successive forced turns in one direction. Removal of one or both antennae had no effect on alternation. It was also repeatedly observed that the closer a woodlouse remained to the far wall while traveling along the exit alley of a runway, the greater was its angle of alternation. However, orientation toward this far wall bore no relation to alternation. When given three successive left or right forced turns followed by a fourth in the opposite direction, woodlice moved further away from the exit-alley far wall and repeated the last forced turn at the choice area. Along with results of the other experiments, this result in particular supported an explanation for woodlouse alternation based on bilaterally asymmetrical leg movements (BALM) arising from the negotiation of forced turns. Such asymmetry is seen as biasing an animal to turn in the opposite direction to a preceding forced turn. 相似文献
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Sarah Bridges-Rhoads Jessica Van Cleave Hilary E. Hughes 《International journal of qualitative studies in education》2016,29(4):536-552
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertation studies in order to examine how novice researchers can explore transparency as a situated, ongoing, and philosophically informed series of decisions about how, when, and if to be transparent about our work. This work contributes to conversations about how qualitative researchers in education can understand, discuss, and teach qualitative inquiry while continuing to push the boundaries of the field. 相似文献
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