Back to the future: School examinations, fairness and the question of identity     

Lesley Farrell 《The Australian Educational Researcher》1998,25(2):1-17

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Workplace‐based Learning Degrees: a new business venture,or a new critical business?     

John Garrick  Denise Kirkpatrick 《高等教育研究与发展》1998,17(2):171-182

There is increasing emphasis in higher education on preparing students for the workplace and recognising the learning that occurs in the workplace. Workplace learning has been exemplified in aspects of traditional courses by work experience, practicum, sandwich courses and practice‐based courses. Recently, however, academic attention has focused on the development of subjects and degree programs that are entirely workplace‐based. Such programs are negotiated with organisations to meet their own learning needs and promote the learning of individual company employees in the performance of their everyday work. Workplace‐based courses have developed in response to employer demand, restricted government funding for higher education and the need for universities to appeal to new markets. These factors have created a context of considerable tension between traditional academic practice and beliefs, and those that accompany this new approach. These tensions present challenges for universities as they attempt to respond in ways that maintain rigour and integrity while meeting the demands created by contemporary economic, political and social pressures.  相似文献   

A developing case study: A collaborative longitudinal experience of school change research     

Brenda Cherednichenko  Neil Hooley  Wes James  Tony Kruger  Denise Lawson  Rod Moore  Jane Partridge  Craig Tyson 《The Australian Educational Researcher》1999,26(3):57-71

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Deviant Peer Factors During Early Adolescence: Cause or Consequence of Physical Aggression?     

Erin L. Thompson  Krista R. Mehari  Albert D. Farrell 《Child development》2020,91(2):e415-e431

This study investigated reciprocal relations between adolescents' physical aggression and their perceptions of peers' deviant behaviors and attitudes. Analyses were conducted on four waves of data from 2,290 adolescents (ages 10–16) from three urban middle schools. Autoregression models revealed reciprocal relations between peer factors (i.e., friends' problem behavior, peer pressure for fighting, friends' support for fighting) and adolescents' reporting of their aggressive behavior. Bidirectional relations were also found between peer pressure for fighting and adolescents' frequency of physical aggression based on teacher ratings. Findings were consistent across sex, grade, and time. Findings suggest that multiple dimensions of peers' behaviors uniquely play a role in the development of adolescents' aggression and have important implications for interventions to reduce problem behaviors.  相似文献   

An investigation of perfectionism,mental health,achievement, and achievement motivation in adolescents     

Denise B. Accordino  Michael P. Accordino  Robert B. Slaney 《Psychology in the schools》2000,37(6):535-545

This study examined the relationship of perfectionism with measures of achievement and achievement motivation and mental health aspects of depression and self‐esteem in high school students. Participants were 123 tenth‐ through twelfth‐grade students. Results of multiple regression analyses indicated that students' personal standards were significant predictors of academic achievement. Students' personal standards also significantly predicted achievement motivation. Analyses of the relationship between perfectionism and depression and self‐esteem found that as students' personal standards increased, their levels of depression decreased and self‐esteem increased. Furthermore, when students experienced a discrepancy between their personal standards and actual performance, their depression levels increased and self‐esteem decreased. © 2000 John Wiley & Sons, Inc.  相似文献   

库珀中心纵向研究：有氧运动的灵魂          下载免费PDF全文

Stephen W. Farrell  Laura F. DeFin  阎海 《体育科研》2018,(6):3-18

目的：为肯尼斯·库珀（Kenneth H. Cooper）于1970年提出的库珀中心纵向研究（CCLS）提供详细历史。方法：对库珀中心纵向研究人群和库珀诊所所检查的重要参数,以及库珀诊所患者的各种疾病发病率和死亡率进行数据描述。并对近50年来已发表的库珀中心纵向研究的主要研究结果进行总结。结果：在库珀诊所检查期间,通过最大跑台运动测试客观地测量出的心肺功能（CRF）已成为各种疾病发病率和死亡率的强大且独立的风险因素。更具体地说,库珀中心纵向研究明确表明,中高水平的心肺功能与人体全因、心血管疾病和癌症死亡率有显著相关关系。此外,已经证明,中年人群的心肺水平是全因痴呆、Ⅱ型糖尿病、慢性肾病、癌症发病率和存活率以及一些其他慢性疾病的预测因子。因此,库珀中心纵向研究结果还表明,中年人群的心肺水平与老年时期的医疗保健成本呈显著相关。结论：除罕见情况以外,已经进行了近50年的库珀中心纵向研究的研究结果表明,相对于较低水平的心肺功能,中高水平的心肺功能可以有效预防许多疾病。  相似文献   

Adolescents' and Parents' Evaluations of Helping Versus Fulfilling Personal Desires in Family Situations     

Judith G. Smetana  Marina Tasopoulos-Chan  Denise C. Gettman  Myriam Villalobos  Nicole Campione-Barr  and Aaron Metzger 《Child development》2009,80(1):280-294

A sample of 118 predominantly European American families with early and middle adolescents ( M _ages= 12.32 and 15.18 years) and 1 parent evaluated hypothetical conflicts between adolescents' and parents' requests for assistance versus the other's personal desires. Evaluations differed by level of need, but in low-need situations, adolescents viewed teens as more obligated to help parents than did parents, whereas parents rated it as more permissible for teens to satisfy personal desires than did teenagers. Justifications for helping focused on concern for others, role responsibilities, and among parents, psychological reasons. Middle adolescents reasoned about role responsibilities more and viewed satisfying personal desires as less selfish than did early adolescents, but satisfying personal desires was seen as more selfish by parents of middle than early adolescents. Implications for adolescent–parent relationships are discussed.  相似文献   

The relationship between the golf swing plane and ball impact characteristics using trajectory ellipse fitting     

Andrew Morrison  Denise McGrath  Eric S. Wallace 《Journal of sports sciences》2018,36(3):303-310

The trajectory of the clubhead close to ball impact during the golf swing has previously been shown to be planar. However, the relationship between the plane orientation and the orientation characteristics of the clubhead at ball impact has yet to be defined. Fifty-two male golfers (27 high skilled, 25 intermediate skilled) hit 40 drives each in an indoor biomechanics laboratory. This study successfully fitted the trajectory of the clubhead near impact to an ellipse for each swing for players of different skill levels to help better explain this relationship. Additionally, the eccentricities of the ellipses were investigated for links to skill level. The trajectory of the clubhead was found to fit to an ellipse with RMSE of 1.2 mm. The eccentricity of the ellipse was found to be greater in the high-skilled golfers. The club path and angle of attack generated from the ellipse fitted clubhead trajectory were found to have a normalised bias-corrected RMSE of 2% and 3%, respectively. A set of “rule of thumb” values for the relationship between the club path, angle of attack and delivery plane angle was generated for use by coaches.  相似文献   

Designing for 21st century learning online: a heuristic method to enable educator learning support roles     

Denise Nacu  Caitlin K. Martin  Nichole Pinkard 《Educational technology research and development : ETR & D》2018,66(4):1029-1049

With the growing emphasis on developing 21st century skills among today’s youth, there is continued optimism about the possibilities granted by increasing access to networked technologies, particularly for encouraging youth to pursue their interests and take ownership of their learning. Yet, research demonstrates the importance of adult support in realizing the promise of achieving these outcomes. Designers of such systems are thus faced with the need to create youth-centered spaces that also provide adult facilitation of learning. This paper presents an adaptation of the traditional heuristic evaluation method which provides designers of online learning systems with a holistic view of how adult learning support is enabled across the system. We describe how the heuristic evaluation method was adapted, and through a case example analyzing one online social learning system used in a middle school context, we demonstrate how it can be used to help identify areas for improvement and promising areas for further research. We also present a framework of heuristics which reflect specific educator learning support roles that have been found to be important for youth learning, particularly for supporting 21st century skills. This work contributes a novel heuristic evaluation method that can help designers of online learning platforms attend not only the experiences of learners, but also to how educators are enabled to support their learning.  相似文献   

Educational change in Singapore and its ‘tinkering’ around the edges: A critical realist perspective     

Denise E. De Souza 《Journal of Educational Change》2018,19(1):19-49

This article re-examines the contents of Singapore’s Thinking Schools Learning Nation (TSLN) and Teach Less Learn More (TLLM) educational initiatives, introduced and implemented to promote change and to prepare Singaporeans for a twenty-first century knowledge-based economy. Adopting a critical realist perspective that enables investigations into complex social systems, the paper highlights the concepts, change process and possible outcomes of change proposed by realist social theory. An explanatory critique responding to the question, ‘What social structural changes were implemented by the TSLN and TLLM initiatives, and why?’ is developed, tracing the programmes of change in TSLN and TLLM. Findings reported in 2013, by a local large-scale research project, has made claims about the ineffectiveness of the initiatives in bringing about desired changes in classroom instructional practices. The critique questions—given Singapore’s recent and consistent successful performances in international benchmarking tests—whether it is only in the classroom that educational change that matters, counts. It suggests that despite making strong statements about the limited effectiveness of the TSLN and TLLM initiatives, many programs introduced and adopted by primary, secondary and post-secondary institutions, especially under TLLM, were left unexamined by the research project. The explanatory critique theorises that two kinds of changes have taken place—the reorientation of pedagogical practices in post-secondary institutions and extensions of what already exists in the primary and secondary sections. The paper concludes by highlighting some implications the explanatory critique have for research into educational change in general, and for educational change in Singapore.  相似文献