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James Hartley 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(2):E70-E71
The European Co‐operation in Science and Technology Research Network supported European research on learning to write effectively from 2008 to 2011. This book outlines the results—with eight editors presenting over ninety contributions from people in a dozen or more European countries. There are four sections: writing development; learning and teaching writing; document design; and tools for studying writing. Thus the coverage is broad, but thin. It's probably best to order this text for the library unless you are personally involved in research on writing. James Hartley 相似文献
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David Hartley 《教育政策杂志》2013,28(6):695-708
In the UK, the vocabulary of public services is becoming infused with the prefixes ‘inter’‐, ‘multi‐’ and ‘co‐’. Public‐sector agencies are being encouraged to adopt ‘multi’‐ or ‘inter‐agency’ configurations; ‘workforce reform’ seeks to dissolve once‐impermeable professional boundaries; leadership is to be ‘distributed’. This tendency is referred to as the ‘inter’‐regnum in education policy. (This does not mean that we are dealing with an ‘interregnum’ in the sense that we are somehow between modes of governance.) The term ‘regnum’ is used to emphasise that this propensity for the ‘inter’ is asserting itself as a new ‘reigning philosophy’. Examples of the ‘inter’‐regnum are presented from the UK (mainly England), and these are located conceptually within an analysis of hierarchies, markets and networks. Thereafter the cultural, intellectual and economic contexts which allow for the ‘inter’‐regnum to emerge as policy are explored. The ‘inter’‐regnum draws its legitimacy from a number of sources. First, it resonates with the culture of consumerism, and it takes further that earlier market‐based regime of governance which was associated with the new public management. Second, it is functional for the ‘new capitalism’ as a new work order of affinity‐ and solution‐spaces. Third, it has important intellectual supports: that is, in addition to its association with recent marketing theory, it can appeal to emerging theory and research in organisational learning. 相似文献
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Justin M. Guagliano Natalie J. Updyke Natalia V. Rodicheva Sara K. Rosenkranz David A. Dzewaltowski Chelsey R. Schlechter 《Research quarterly for exercise and sport》2017,88(3):352-357
Purpose: This study investigated the effect of summer camp session context on Russian girls’ physical activity (PA). Method: Girls (n = 32, Mage = 10.7 years, SD = 0.6 years) from a resident summer camp taking place in the Vologda Region of Russia were exposed to 1 session context/day (i.e., free play, organized with no choice, organized with choice) on Wednesday, Thursday, and Friday for 3 weeks, with the context order counterbalanced across the 3 weeks. The organized session sport/game changed weekly. The primary outcome was accelerometer-assessed PA. Repeated-measures mixed models were used to analyze all outcome data. Results: Findings showed that girls spent a greater percentage of session time (%time) in moderate-to-vigorous PA (p < .001; effect sizes between free play and organized with no choice and organized with choice, respectively = .60, .42) and moderate PA (p < .001; effect size = .57, .39) and a lower %time in light PA (p < .001; effect size = .55, .52) in organized PA contexts compared with free play. Conclusions: This study provides novel findings in a Russian setting, suggesting that a well-planned, organized camp session can elicit higher PA levels in girls, relative to a free-play session. 相似文献
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James Hartley 《Learned Publishing》2018,31(2):169-171
Key points
- The number of printed book reviews in the social sciences is currently declining.
- The number of online book reviews is currently increasing.
- There are ways of measuring the impact of book reviews so that they can be included in research assessment exercises.
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David Hartley 《International Studies in Sociology of Education》2013,23(2):113-131
Teacher education is set within countervailing influences. On the one hand, governments seek to minimise their expenditure on the welfare state as they make their national economies competitive within global markets. This is associated with a centralising tendency which is typified by an increasing standardisation of the means and ends of education, including teacher education, especially in England. On the other hand, consumer culture, social fragmentation and intellectual ferment all combine to exert centripetal influences on teacher education. In England, the government's reaffirmation of a highly bureaucratic modernist structure for teacher education can itself be questioned on economic grounds. The emerging knowledge-based, high-value 'new' economy is ill-served by thinly-disguised Taylorist management regimes which impose conformity and engender low levels of trust. Nor will a back-to-basics pedagogy resonate with young people whose affinity for a conformist Protestant ethic may be wearing increasingly thin. The argument is theorized using Toulmin's concept of modernity. 相似文献
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