Knowledge translation and research careers: Mode I and Mode II activity among health researchers     

Carole A. Estabrooks  Peter Norton  Judy M. Birdsell  Mandi S. Newton  Adeniyi J. Adewale  Richard Thornley   《Research Policy》2008,37(6-7):1066-1078

Defining knowledge translation activities using Gibbons and Nowotny's Mode I and II forms of knowledge production, health researcher (N = 240) characteristics are compared with their knowledge translation activities. Applied researchers (n = 168) engaged in more Mode II activity (p < .001), perceived their work as having more impact (p < .001), and reported higher levels of relational capital (p < .001) when compared to basic researchers (n = 72). Those from medical schools (n = 128) had more publications (p = .004) as did applied researchers in medical school compared to applied researchers from other faculties (p = .001). These findings provide early empirical insights into emerging tensions in environments where Mode I and Mode II activities co-exist; tensions that may extract unintended costs from researchers. Such costs may be paid in the currency not only of tenure and promotion, but also of successful grant and career scientist award acquisition.  相似文献   

CBE: CAI or CMI? CAI Update     

Carole Bagley  Harold F. Rahmlow 《Performance Improvement》1980,19(5):39-39

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Development of a group instrument to measure young children's attitudes toward school     

Carole A. Beere 《Psychology in the schools》1973,10(3):308-315

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An interview with Crosby Bonsall: A writer for beginning readers     

Carole Cox 《Children‘s Literature in Education》1985,16(2):93-101

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An Examination of a Small‐Group Decoding Intervention for Struggling Readers: Comparing Accuracy and Automaticity Criteria     

Roxanne F. Hudson  Carole Isakson  Taylor Richman  Holly B. Lane  Stephanie Arriaza‐Allen 《Learning disabilities research & practice》2011,26(1):15-27

In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second‐grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20–28 min long, took place 2–4 days per week, and consisted of phonemic awareness training, letter sound practice, and practice in word families. Students in the accuracy condition (n= 27) practiced each page until they reached 98 percent accuracy while students in the accuracy + automaticity condition (n= 29) practiced until they reached rate (30–90 cwpm) and accuracy criteria. Hierarchical linear modeling revealed no differences between practice conditions in decoding accuracy, reading comprehension, and grade‐level text reading fluency. Significant differences favoring the accuracy + automaticity group were found in measures of decoding automaticity.  相似文献   

Under pressure: an exploration of the module design experiences of academic staff employed in one UK university     

Carole Binns 《Journal of Further & Higher Education》2017,41(6):817-830

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Professional Development School Partnerships: Reflections and Perspectives     

Tony Ambrose  Dan Natale  Carole Murphey  Diana Schumacher 《Peabody Journal of Education》2013,88(3-4):289-299

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Structure of expert players' activity during competitive interaction in table tennis     

Sève C  Saury J  Ria L  Durand M 《Research quarterly for exercise and sport》2003,74(1):71-83

This study analyzed the activity of expert table tennis players during a match, in reference to course of action theory (Theureau, 1992). Matches were videotaped, and the players' verbalizations as they viewed the tapes were collected a posteriori. The data was analyzed by (a) transcribing the players' actions and verbalizations, (b) decomposing their activity into elementary units of meaning, and (c) grouping the elementary units into larger sets. The results showed that the matches began with an inquiry into the specific features of the opponent's play. This was followed by reproducing the actions identified as effective during the inquiry. The results are discussed in relation to the role of training in expert performance.  相似文献   

Do handball throws always exhibit a proximal-to-distal segmental sequence?     

Fradet L  Botcazou M  Durocher C  Cretual A  Multon F  Prioux J  Delamarche P 《Journal of sports sciences》2004,22(5):439-447

Previous studies on overarm throwing have described a proximal-to-distal segmental sequence. The proximal segments reached their maximal linear velocities before the distal ones. In handball, no study has demonstrated this sequence from the upper torso to the wrist, although a recent study did present a different organization. The aim of this study was to analyse the throwing arm segmental organization during handball throwing. We found that the maximal linear velocity of the shoulder occurred after the maximal linear velocity of the elbow. Moreover, the maximal angular velocity of the upper torso occurred later than that of the elbow. Hence, contrary to other disciplines, the rotation of the upper torso was not suddenly stopped just after the forward arm motion was initiated. These results may apply to handball in general or be specific to the population of handball players studied. It may be advisable in future studies to include international players.  相似文献   

Highlighting and Its Relation to Distributed Study and Students’ Metacognitive Beliefs     

Carole L. Yue  Benjamin C. Storm  Nate Kornell  Elizabeth Ligon Bjork 《Educational Psychology Review》2015,27(1):69-78

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