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121.
Creating an oasis: some insights into the practice and theory of a successful academic writing group
D. Wardale T. Hendrickson T. Jefferson D. Klass L. Lord M. Marinelli 《高等教育研究与发展》2015,34(6):1297-1310
Academic writing groups are acknowledged as a successful approach to increasing research publication output and quality. However, the possible links between the formation and ongoing utilisation of writing groups and improvements in scholarly written research outputs remain relatively undertheorised. In this article, we draw on academic writing group literature, structuration theory and an analysis of the literature on characteristics of effective teams to explore the experiences of one successful academic writing group. By referring to these areas of literature and theory, we provide insights and tentative lessons that may be relevant to other academics in similar organisational contexts. 相似文献
122.
Melissa J. Green Stacy Tzoumakis Brooke McIntyre Maina Kariuki Kristin R. Laurens Kimberlie Dean Marilyn Chilvers Felicity Harris Merran Butler Sally A. Brinkman Vaughan J. Carr 《Child development》2018,89(5):1599-1612
This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (Mage = 5.62 years, SD = .37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001–2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children. 相似文献
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124.
Dorothy Nampota Jeff Thompson Felicity Wikeley 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,83(1):59-74
Faced with accelerating poverty, the Malawi government has re-awakened its commitment to the development of human capacity and the role of development in this context. This paper explores the relationship between development and science and technology. It goes on to review the country’s science and technology needs and how these justify taking developmental action. It concludes that strategies designed to increase access to education should not be limited to the primary sector, but should also include secondary curricula and university science and technology programmes. Drawing on the arguments in the article and personal experience, the authors suggest promoting the development of human capacity in Malawi by creating special “science schools” in the secondary sector and increasing the number of scholarships for university science students. 相似文献