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991.
Jane Spencer 《现代企业教育》2006,(12):28-30
联想集团(Lenovo Group Ltd.)的首席执行长比尔&;#183;阿梅里奥(Bill Ameloc)胸怀大志。这位中国最大电脑公司的美国当家人明年的目标是:在美国提高联想集团品牌的知名度,抢占重要的新兴市场以及在乒乓球上击败公司的董事长杨元庆。 相似文献
992.
ABSTRACTWhile some Canadian universities have a long history in the provision of data services, that was not the norm in Canada, especially in small universities and colleges. To maximize the use of data by students and researchers in academia, it was evident that increased education, resources, and tools were required to support those delivering data services on their campuses. To this end, the Data Liberation Initiative (DLI) Survival Guide was designed as a comprehensive reference tool, which complements an established regional training curriculum, whereby enabling librarians to effectively fulfill their role as a DLI Contact in their academic institutions. This case study will examine the history, current state, and recommended future direction of the Survival Guide. This article will also examine the challenges in understanding the drivers shaping academic service delivery and the ways in which the guide has evolved to remain current to the needs of the Canadian data community. 相似文献
993.
994.
Anna Bennett Penny Jane Burke 《Discourse: Studies in the Cultural Politics of Education》2018,39(6):913-925
ABSTRACTIn this paper we deconstruct hegemonic conceptions of time in higher education. Drawing on a recent project, we argue that limiting assumptions about time dominate notions of student capability and prospects of success. The paper reveals how the conceptualisation of time is constituted within a framework that individualises and decontextualises difficulties. Within this frame, socio-cultural elitism is left largely unchallenged, with many students left out and misrecognised as purely lacking capability and commitment. Rethinking simple distinctions between ‘time’ and ‘temporality’, we consider ways to broaden understandings to enable a more inclusive and ‘inventive’ system. We apply a Foucauldian analysis to argue that we co-construct the future in the very ways that we react to the present and think about the past. We must recognise that the way we work in the present is how we create the future. Our everyday actions, assumptions and reactions re/produce our futures. 相似文献
995.
996.
Kathy Sylva Jane Hurry Sandra Peters 《European Journal of Psychology of Education - EJPE》1997,12(4):373-384
Reading Recovery is an intensive, one-to-one intervention for children experiencing reading difficulties after one year of primary school. It aims to intervene before “dysfunctional strategies” and feelings of failure take firm hold in young learners. The programme consists of daily half-hour lessons taught by a teacher trained to diagnose and support a problem-solving approach to reading texts. Lessons are planned so that the learner, no matter how inexperienced with print, is enabled to “act like a reader and writer”. Marie Clay, the founder of Reading Recovery, devised the programme on the basis of intensive work with both fluent and poor readers more than twenty years ago in New Zealand. Many years later Clay and Cazden (1990) analysed the programme from a Vygotskian viewpoint and pointed out aspects which embody Vygotskian principles, especially the notion of “scaffolding”. This paper addresses two questions: (l) which features of Reading Recovery embody Vygotskian notions? and (2) how effective is Reading Recovery at improving literacy skills and transforming children into independent problem solvers in literacy? A large national evaluation study in the U.K. showed that Reading Recovery increased reading attainment and that the gains were still apparent more than one year after the intervention. A small scale observation study demonstrated the “scaffolding” by which Reading Recovery teachers encouraged children to greater independence in reading and writing over the course of the programme. The paper ends by suggesting that future research should address the socio-cultural context of Reading Recovery instead of limiting its focus to narrow test outcomes or explicit teaching strategies aimed at skill enhancement. 相似文献
997.
Jane Perryman Meg Maguire Annette Braun Stephen Ball 《British Journal of Educational Studies》2018,66(2):145-163
This paper asks the question: to what extent do inspection regimes, particularly the Office for Standards in Education (Ofsted), influence the work of a school, and how might that influence be conceptualised? It draws on an ESRC-funded study of ‘policy enactments in secondary schools’, which was based on case-study work in four ‘ordinary’ schools. Here the data set is re-examined to understand the extent to which Ofsted had an ongoing influence on the work of the leadership, management and teachers in these schools. We undertook a process of secondary analysis of the data from the project and found that the influence of the inspection agenda was strong in the schools, policy decisions were often being made to conform to Ofsted’s expectations and the influence on leadership and management was clearly apparent. In resisting this agenda we also found that schools to some extent performed ‘the good school’ for inspections. Finally, we relate this empirical evidence to conceptions of governmentality and post-panopticism to shed new light on their theoretical relevance to contemporary inspection regimes. 相似文献
998.
Human Anatomy in preschool? The answer is a resounding, “Yes!” The decision to study the “inside parts” of our bodies was based on solid ground. Young children ask questions about their bodies and we looked for activities which could help answer some of those questions. 相似文献
999.
This article reports on a scoping review of the academic and related literature published between 2000 and 2015 that addressed the education provision for secondary aged pupils with social, emotional and/or mental health difficulties (SEMH) conducted over a six week period in 2015. A total of 168 documents met the inclusion criteria for the review, including 110 peer reviewed journal articles. The authors found an emerging evidence base to support more effective provision for pupils with SEMH, but there remains, particularly at the group and individual level a dearth of literature. Underpinning all the successful programmes in this review was a positive approach adopted by teachers and school leaders to pupils with SEMH. There was an overlap in practice between approaches used at universal, group and individual level but the majority of effective approaches were common to mainstream and specialist settings. 相似文献
1000.
Conclusion In concluding this tentative account of our research we can note that the research questions about teachers' alternative frameworks
and their interaction with the curriculum and with classroom learning by students appear to be extremely important questions
for researchers in the area of energy teaching and learning and presumably in wider contexts.
There are also implications for science teacher education, both preservice and inservice. It is clearly necessary to address
the confusion in both teachers' and students' understandings of energy.
We would like to thank Mary and Jack, their Principals, and classes for allowing us to observe their teaching and learning,
SERU colleagues for their sustained support and in particular Mark Cosgrove for his editing of this paper's drafts. 相似文献