The role of school psychology in preventing depression

To advance the role of school psychologists in mental health prevention and wellness activities, in this article we describe (a) a social ecological theory for guiding school‐based prevention research, (b) the role of schools in the development and prevention of depression, (c) a continuum of school‐based support for meeting the needs of children who are currently depressed for preventing future internalizing distress for all children, and (d) social and political factors that must be considered if lasting change is to occur. We conclude with specific considerations for school psychologists. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 763–775, 2004.     

The documentation of distance education: a personal view

Following a brief account of the work of the Open University International Documentation Centre on Distance Learning, different forms of documentation in distance education: books, materials produced in connection with distance teaching programmes, journals and journal articles, and report literature, are identified and described. The central focus of the article is a critique of the treatment of the literature of distance education by two ERIC international bibliographical services. Proposals are made to survey existing bibliographical provision worldwide.     

GCSE Art and Design: An Arena for Orthodoxy or Creative Endeavour?

This article explores the potential correlation between key aspects of the creative process and the requirements of GCSE Art and Design Specifications as determined and defined by stated assessment objectives. It considers approaches that might be employed to more effectively establish a link between pupils’ creative endeavours and their necessary evidencing of attainment in respect of these objectives. In order to illustrate and amplify this enquiry reference is made to specific examples of candidates' work that was selected by the Assessment and Qualifications Alliance (AQA) to exemplify and disseminate GCSE Art and Design standards for teachers in 2006. It concludes with a set of implications for consideration.     

Student teachers' conceptions of how to recognise a “Good” primary science teacher: Does two years in a teacher education program make a difference?

Several studies have suggested that preservice teacher education has little impact on student teacher conceptions about various facets of teaching and learning. Most of these studies refer to generic teaching and learning, and very few have related to primary science in particular. To explore this area eight primary student teachers were interviewed on six occasions during the first two years of their Bachelor of Teaching degree. This paper reports the findings from part of these interviews. It describes the (sometimes changing) conceptions which these eight students held about how they would recognise a “good” teacher of science and the people and experiences they believed influenced the formation of these views. The differential impact of past and present teachers and the teacher education program revealed possible implications for practica and science curriculum units in particular, if teacher education is going to have an influence on preservice teachers' conceptions about teaching and learning.     

Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes

Previous studies of the relationship between perceptions and/or evaluations of the learning environment and approaches to study have either not included measures of students' learning outcomes, or have included quantitative differences and not qualitative differences in learning outcomes. The studies reported in this paper focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study. The results support previous research in identifying relationships between perceptions/evaluations of the learning environment and approach to study and between approach to study and the quality of the learning outcomes. The second of the two studies reported also identifies a relationship between perceptions, approaches and the quality of the outcomes. The results suggest that perceived environments which encourage deep approaches are more likely to facilitate higher quality learning than environments designed to discourage surface approaches.     

Lonergan's Theory of Cognition,Constructivism and Science Education

Recent research literature in science education, sciencecurriculum documents, and science methods texts have been highly influenced by constructivist views ofhow students learn science. But the widespread and often uncritical acceptance of constructivism in scienceeducation does not reflect the heated debate between constructivists and realist science educatorsover its underlying philosophy, and the curricular and pedagogical implications of constructivism. This paperaims to show that Bernard Lonergan's theory of cognition can inform this debate by (a) suggesting ways tosee the merit in the views of constructivists and realists and bridge the gap between them, (b) illustratinghow Lonergan's thought can be brought to bear on science curriculum documents and teaching-learning resourcesfor science teachers. Lonergan's Theory of Cognition suggests that human knowing is not a singleoperation, but a dynamic and integral whole whose parts are sensory experience, understanding, and judging.     

Teaching children to do what they say they will do: A review of research with suggested applications for exceptional children

A major challenge for intervention programs involves ensuring that new response patterns occur in circumstances and at times other than the training setting. Teaching children to use verbal cues to control nonverbal behaviours is suggested as a procedure for establishing adaptive behaviours and as a self‐management strategy for ensuring generalization and maintenance of new responses.     

Teaching for Conceptual Change in a Density Unit Provided to Seventh Graders: A Comparison of Teacher- and Student-Centered Approaches

Research in Science Education - This mixed-methods study was designed to compare the learning gains of seventh-grade students (N?=?417) taught a 4-week conceptual change unit on density...     

不速之客:年轻球状星团

传统观点认为，球状星团是宇宙中一群古怪的“老家伙”，但实际上存在许多年轻的球状星团，并不断有更新的产生。     

半价以下:今天你“团”了吗?

2008年11月,团购网站Groupon在美国成立——其命名由团体(group)和优惠券(coupon)合并而来——网上团购风马上席卷全美,而今更在全世界遍地开花。团购是继偷菜和微博之后又一个成为国人现实生活一部分的网络新生事物,在繁荣发展之余也产生了不少消费纠纷。3·15临近,小编提醒各位团友:团购有风险,点击要谨慎!