Common pressures,same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England,France and Germany     

Tina M. Page 《师资教育杂志》2015,41(2):180-202

Over the last decade, the introduction of professional standards and competences in initial teacher education for secondary teachers in England, France and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers have offered challenges for policy makers, teacher educators, student teachers and teachers alike. The concept of standardised teacher education feeds into the idea that there is some convergence towards a uniform teacher ideal. However, an examination of the skills required of teachers in each of the three countries in this study reveals distinct education systems where path divergence is more evident.  相似文献   

Digital media as a reflective tool: creating appropriate spaces for students to become introspective     

Lane Perry  Lee Stoner  Max Schleser  Krystina R. Stoner  Daniel Wadsworth  Rachel Page 《Compare》2015,45(2):323-330

Global citizenship and competency development have become integral parts of political, economic and education discourses. This is particularly true in the USA, where higher education institutions are answering the global citizenship call through the promotion of short-term study abroad. Unfortunately, the ‘just do it’ analogy too often influences the ideology of study abroad, whereby simply providing students with an international experience is perceived to be sufficient in shaping global citizenship. Global citizenship, as an educational outcome, is optimally facilitated when educational experiences are married with appropriate pedagogy, including the shaping of subsequent understandings and actions with critical reflection. We postulate that reflective experiences can be further enhanced by meeting students on the platforms and forums where they live, communicate and already engage. Specifically, this communication, using the context of short-term study abroad programmes, will argue that: (1) critical reflection is an essential step to fostering global citizenship and (2) digital story telling (mobile pedagogy) can be a powerful tool for enriching the critical reflection process.  相似文献   

Determining optimal trial size using sequential analysis     

Paul Geoffrey Taylor  Kwee-Yum Lee  Raul Landeo  Damien Michael O'Meara  Emma Millett 《Journal of sports sciences》2015,33(3):300-308

When characterising typical human movement profiles, the optimal number of trials analysed for each participant should ensure a stable mean. Sequential analysis is one method able to establish the number of trials to stability by assessing a moving point mean against a set bandwidth. As the total trial number determining this bandwidth is selected arbitrarily, the effect of applying different total trial numbers on the results of sequential analysis was investigated. Twenty participants performed 30 trials of overarm throwing, and sequential analyses were applied to three dimensional (3-D) kinematic data over 10, 20 and 30 trial numbers. We found a total of 20 to be the preferred trial number for sequential analyses. Erroneous results were produced consistently by 10 trial number groups, while moving point means were statistically unchanged after the 10th trial. Subsequently, sequential analyses were applied to 20 trials to establish trials to stability in discrete and time series elements of the 3-D kinematic data. The results suggest that a trial size between 13 and 17 provides stable means for overarm throwing kinematics.  相似文献   

Detection of monoclonal protein by capillary zone electrophoresis can be challenged by iodinated contrast agent interference: a case report     

Clment Capaldo  Mourad Cheddad El Aouni  Damien Laurelli  Cyril Leven  Jean-Luc Carr 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)

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Managing serious teacher misbehaviour     

Damien Page 《School Leadership & Management》2014,34(3):269-283

This article presents findings from a study of five head teachers who were responsible for the management of serious teacher misbehaviour (TMB) in England. In cases that included the downloading of extreme pornography on a school laptop and a sexual relationship with a pupil, the multiple impacts of TMB were potentially devastating to the well-being of pupils, staff and the reputation of the schools. The article highlights a number of strategies for managing serious TMB considered best practice by the head teachers as well as discussing other, more nuanced issues that accompany such cases including trust relations, the influence of gender and the difficulty of simultaneous immersion and detachment required of head teachers to effectively manage such cases.  相似文献   

Repeated high-intensity exercise in professional rugby union   总被引：1，自引：1，他引：0  

Austin D  Gabbett T  Jenkins D 《Journal of sports sciences》2011,29(10):1105-1112

The aim of the present study was to describe the frequency, duration, and nature of repeated high-intensity exercise in Super 14 rugby union. Time-motion analysis was used during seven competition matches over the 2008 and 2009 Super 14 seasons; five players from each of four positional groups (front row forwards, back row forwards, inside backs, and outside backs) were assessed (20 players in total). A repeated high-intensity exercise bout was considered to involve three or more sprints, and/or tackles and/or scrum/ruck/maul activities within 21 s during the same passage of play. The range of repeated high-intensity exercise bouts for each group in a match was as follows: 11-18 for front row forwards, 11-21 for back row forwards, 13-18 for inside backs, and 2-11 for outside backs. The durations of the most intense repeated high-intensity exercise bouts for each position ranged from 53 s to 165 s and the minimum recovery periods between repeated high-intensity exercise bouts ranged from 25 s for the back row forwards to 64 s for the front row forwards. The present results show that repeated high-intensity exercise bouts vary in duration and activities relative to position but all players in a game will average at least 10 changes in activity in the most demanding bouts and complete at least one tackle and two sprints. The most intense periods of activity are likely to last as long as 120 s and as little as 25 s recovery may separate consecutive repeated high-intensity exercise bouts. The present findings can be used by coaches to prepare their players for the most demanding passages of play likely to be experienced in elite rugby union.  相似文献   

Innovations for Home Dressmaking and the Popularization of Stylish Dress     

Nancy Page Fernandez 《Journal of American culture (Malden, Mass. : 2003)》1994,17(3):23-33

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Higher Education Trust, Rank and Race: A Conceptual and Empirical Analysis     

Page A. Smith  Alan R. Shoho 《Innovative Higher Education》2007,32(3):125-138

This study involved an analysis of faculty trust in a large southwestern institution. After reviewing the literature, we identified a valid and reliable instrument, the Higher Education Faculty Trust Inventory, to measure higher education faculty trust in administrators, colleagues, and students. We then used this instrument to gauge various aspects of faculty trust, and we found significant trust differences among professors of varying academic ranks (i.e., adjunct, assistant, associate, and full professor). We found, however, no significant trust differences in regard to race. Finally, we discuss the findings within a context of implications for future research and practice in higher education. Page A. Smith received his B.S. in Education from Wright State University, M.S. in Educational Administration from the University of Dayton, M.A. in Educational Administration from The Ohio State University and his Ph.D. in Educational Policy and Leadership from The Ohio State University. He is an Associate Professor at the University of Texas at San Antonio. His research pursuits include organizational climate and health, institutional trust, workplace aggression and bullying, and leadership development. Alan R. Shoho received his B.S. in Electrical Engineering from California State University at Fullerton, M.Ed. in Secondary Education from the University of Hawaii at Manoa, and his Ed.D. in Secondary Education from Arizona State University. He is an Associate Professor at the University of Texas at San Antonio. His research interests include aspiring principals, high school reform, and organizational trust.  相似文献   

Are there long-term consequences of pain in newborn or very young infants?          下载免费PDF全文

Page GG 《The Journal of perinatal education》2004,13(3):10-17

Physiologic studies indicate that very early pain or stress experiences have more than immediate consequences for infants. Assessment and care of pain are complex subjects made even more complex and challenging when the individual experiencing pain is a very young infant. This review provides evidence that significant and long-lasting physiological consequences may follow painful insults in the very young, including changes in the central nervous system and changes in responsiveness of the neuroendocrine and immune systems to stress at maturity.  相似文献   

The dissertation examination: identifying critical factors in the success of Indigenous Australian doctoral students     

Neil Harrison  Michelle Trudgett  Susan Page 《Assessment & Evaluation in Higher Education》2017,42(1):115-127

Indigenous Australians represent 2.2% of the working age population, yet account for only 1.4% of all university enrolments. In relation to higher degree research students, Indigenous Australians account for 1.1% of enrolments, but only 0.8% of all higher degree research completions. This paper reports on findings that emerged from an Australian Research Council-funded study which aimed to establish a model of best practice for the supervision of Indigenous doctoral students. The project identified the dissertation examination as one of the critical factors underpinning the success of doctoral candidates. Whilst research into the examination process for doctoral students is limited, the research that specifically explores the examination of dissertations submitted by Indigenous students is entirely inadequate. Our research identified key epistemological concerns that impact approaches to the examination process, to demonstrate how the dominance of Western methods of research impact the examination process for Indigenous doctoral students. This paper explores the experiences of 50 successful Indigenous Australian doctors with a specific focus on their examiner preference and disciplinary requirements. It highlights the limitations that some Indigenous students and their supervisors experience in finding an appropriate examiner.  相似文献