Underground Movements: Modern Culture on the New York City Subway Sunny Stalter‐Pace. Amherst: University of Massachusetts Press, 2013.          下载免费PDF全文

Anthony Burns 《Journal of American culture (Malden, Mass. : 2003)》2016,39(3):383-384

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Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student- and school-level science achievement     

Emma C. Burns  Andrew J. Martin  Rebecca J. Collie 《科学教学研究杂志》2019,56(8):1060-1082

Students' science knowledge and skills are considered critical to growing the intellectual capital on which societies rely to innovate and prosper. However, recent research has documented notable declines in students' intrinsic valuing of science and science achievement in Australia and other western countries. As a result, there have been calls to investigate factors at both the student- and school-level that can improve intrinsic valuing of and achievement in science. Growth feedback from science teachers to students has been identified as one such factor. Growth feedback, which specifically targets individual student growth and improvement, is considered an effective form of teacher feedback. Because recent research has demonstrated the benefits of effective teacher feedback on intrinsic valuing of science and the positive link between intrinsic valuing of science and science achievement, the present investigation examined (at both the student- and school-level) the extent to which growth feedback in science predicts intrinsic valuing of science and the extent to which intrinsic valuing predicts science achievement and mediates the relationship between growth feedback and achievement. This study examined this hypothesized process with the 2015 Australian PISA sample (N = 14,530 students in N = 758 schools) via a multilevel structural equation model. Findings indicated that at both the student- and school-level, growth feedback significantly predicted intrinsic valuing, and intrinsic valuing significantly predicted achievement; growth feedback also had significant indirect effects of achievement via intrinsic valuing. Taken together, our findings indicate that there are personal and whole-school yields for science achievement from the experiences of growth feedback in and intrinsic valuing of science.  相似文献   

Under the Shadow: The Atomic Bomb and Cold War Narratives David Seed. Kent,OH: Kent State University Press, 2013.     

Anthony Burns 《Journal of American culture (Malden, Mass. : 2003)》2014,37(2):264-264

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Bidirectional relationships of physical activity and gross motor skills before and after summer break: Application of a cross-lagged panel model     

Ryan D.Burns  Yang Bai  Wonwoo Byun  Taylor E.Colotti  Christopher D.Pfledderer  Sunku Kwon  Timothy A.Brusseau 《运动与健康科学(英文)》2022,11(2):244-251

Background:Gross motor skills are postulated to have a bidirectional relationship with physical activity(PA);however,no study has tested this relationship before and after a summer break.The purpose of this study was to examine the bidirectional relationships between school PA and gross motor skills in children before and after a summer break.Methods:Participants were a sample of 440 children recruited from 3 low-income schools(age=8.9±1.2 years,mean±SD).PA was assessed as average school-day step counts using Yamax DigiWalker pedometers(Yamasa Tokei Keiki,Tokyo,Japan)worn for 5 consecutive school days.Gross motor skills were assessed using the Test for Gross Motor Development,3 rd edition.Data were collected at 2 timepoints:at the end of spring semester(T1)and at the beginning of the subsequent fall semester(T2).An age-and body mass index-adjusted cross-lagged model was employed to relate T1 school step counts with T2 gross motor skills and T1 gross motor skills with T2 school step counts.Results:T1 gross motor skills significantly predicted T2 school step counts(β=0.24,95%confidence interval(95%CI):0.08-0.40,p=0.003);however,Tl school step counts did not predict T2 gross motor skills(β=0.04,95%CI:-0.06 to 0.14,p=0.445).The model explained 35.4%and 15.9%of the variances of T2 gross motor skills and T2 school step counts,respectively.Additional analyses indicated that these relationships were driven primarily by ball skills.Conclusion:The relationship between gross motor skills and school PA was not bidirectional;however,higher gross motor skills,specifically ball skills,predicted higher school PA after a 3-month summer break.  相似文献   

Book reviews     

Tony Rossi  Dorothy Andrews  Raylee Elliott Burns  Robyn Henderson 《The Australian Educational Researcher》2009,36(2):147-156

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Mixed messages: inconsistent sexual scripts in Australian teenage magazines and implications for sexual health practices     

Melanie C. Burns 《Sex education》2018,18(2):191-205

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A sociological perspective on implementing child abuse legislation in education     

George E. Burns  Donald E. Lake 《Interchange》1983,14(2):33-53

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Development and validation of the groupwork skills questionnaire (GSQ) for higher education     

Jennifer Cumming  Charlotte Woodcock  Sam J. Cooley  Mark J.G. Holland  Victoria E. Burns 《Assessment & Evaluation in Higher Education》2015,40(7):988-1001

The aim of the present study was to develop and provide psychometric evidence in support of the groupwork skills questionnaire (GSQ) for measuring task and interpersonal groupwork skills. A 46-item version of the GSQ was initially completed by 672 university students. The number of items was reduced to 15 following exploratory factor analyses, and a two-factor model consisting of task and interpersonal groupwork skills was revealed. Confirmatory factor analyses with model re-specification on new data (n = 275 students) established that the best fitting model consisted of 10 items and the same two factors (task and interpersonal). Concurrent validity of the GSQ was then determined with 145 participants by demonstrating significant relationships (p < 0.05) with attitudes towards groupwork and groupwork self-efficacy. Test–retest reliability was examined over a one-week interval. Overall, the GSQ demonstrates good validity and reliability, and has potential for both research and pedagogical application.  相似文献   

The cost of academic leadership: Department Chair Stress     

Walter H. Gmelch  John S. Burns 《Innovative Higher Education》1993,17(4):259-270

Department chairs find themselves trapped between the stresses of performing not only as an administrator but faculty member as well. Over eight hundred chairs from 101 doctorate-granting and research universities were surveyed using the Department Chair Stress Index to assess (1) their most stressful situations, (2) emergent themes from these Stressors, and (3) the differences between chair and faculty Stressors. Chairs experienced most stress from their heavy workload and the general stresses of time pressures, confrontation with colleagues, organizational constraints and their faculty duties. Chairs were found to be in a paradoxical situation; feeling double pressure to be an effective leader and productive faculty member. Suggested actions for the institution and individual are provided.Walter H. Gmelch is professor and chair of the Educational Administration Department at Washington State University where he also serves as Director of the National Center for the Study of Department Chair. He earned his MBA from the University of California (Berkeley) and a Ph.D. in the Educational Executive program from the University of California (Santa Barbara). Dr. Gmelch conducts research on the topics of leadership, team development, conflict, stress and time management. His extensive writings include a co-authored book entitled,Strategic Leadership Skills for Department Chairs. John S. Burns is associate director of the Center for the Study of the Department Chair at Washington State University. He obtained a Master's in Counseling Psychology and a Ph.D. in Educational Administration from Washington State University. The Center's research agenda focuses on collecting data about the position of department chair with the goal of developing research-based recommendations for the restructuring of the administration of higher education.  相似文献   

Reflections on Alvin M. Weinberg: a case study on the social foundations of science policy     

Eugene M. Burns  Kenneth E. Studer 《Research Policy》1975,4(1):28-44

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