Connecting in College: How Friendship Networks Matter for Academic and Social Success. By Janice M. McCabe     

Frank G. Karioris 《British Journal of Educational Studies》2017,65(3):418-420

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Science and environmental education at the primary level in Malta: separate interests,different roles     

Frank Ventura 《International Journal of Science Education》2013,35(5):509-519

Abstract

This paper traces the main stages in the path towards the recognition in 1988 of the place of science and environmental education in the Maltese curriculum for the primary level. A brief review is given of the development of the science curriculum while a more detailed account is given of the development of a project on environmental education. The project involved the adoption of a model of the child's view of the environment, the drawing up of an ensemble of attainment targets, and the exploration of ways of infusing environmental education activities into the curriculum. A draft teacher's manual was circulated and evaluated at a national seminar. Major points arising during the seminar are discussed and plans for the dissemination of the work are outlined. Comparing the roles that teachers are asked to play in these developments, it is found that environmental education offers them more opportunity for professional growth.  相似文献   

The comparative advantage of international education: Different places, different lenses, different voices     

Simon McGrath 《International Journal of Educational Development》2012,32(1):1-2

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Effect of gear ratio on peak power and time to peak power in BMX cyclists     

Lee P. Rylands  Simon J. Roberts  Howard T. Hurst 《European Journal of Sport Science》2017,17(2):127-131

The aim of this study was to ascertain if gear ratio selection would have an effect on peak power and time to peak power production in elite Bicycle Motocross (BMX) cyclists. Eight male elite BMX riders volunteered for the study. Each rider performed three, 10-s maximal sprints on an Olympic standard indoor BMX track. The riders’ bicycles were fitted with a portable SRM power meter. Each rider performed the three sprints using gear ratios of 41/16, 43/16 and 45/16 tooth. The results from the 41/16 and 45/16 gear ratios were compared to the current standard 43/16 gear ratio. Statistically, significant differences were found between the gear ratios for peak power (F(2,14)?=?6.448; p?=?.010) and peak torque (F(2,14)?=?4.777; p?=?.026), but no significant difference was found for time to peak power (F(2,14)?=?0.200; p?=?.821). When comparing gear ratios, the results showed a 45/16 gear ratio elicited the highest peak power,1658?±?221?W, compared to 1436?±?129?W and 1380?±?56?W, for the 43/16 and 41/16 ratios, respectively. The time to peak power showed a 41/16 tooth gear ratio attained peak power in ?0.01?s and a 45/16 in 0.22?s compared to the 43/16. The findings of this study suggest that gear ratio choice has a significant effect on peak power production, though time to peak power output is not significantly affected. Therefore, selecting a higher gear ratio results in riders attaining higher power outputs without reducing their start time.  相似文献   

Altering the “Inner Life of the Culture”: Monstrous Memory and the Persistence of 9/11     

Roger I. Simon 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):352-374

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Formal Relations and an Empirical Comparison among the Bi-Factor,the Testlet,and a Second-Order Multidimensional IRT Model     

Frank Rijmen 《Journal of Educational Measurement》2010,47(3):361-372

Testlet effects can be taken into account by incorporating specific dimensions in addition to the general dimension into the item response theory model. Three such multidimensional models are described: the bi-factor model, the testlet model, and a second-order model. It is shown how the second-order model is formally equivalent to the testlet model. In turn, both models are constrained bi-factor models. Therefore, the efficient full maximum likelihood estimation method that has been established for the bi-factor model can be modified to estimate the parameters of the two other models. An application on a testlet-based international English assessment indicated that the bi-factor model was the preferred model for this particular data set.  相似文献   

An orthopedagogical method for children with a depression     

Frank De Fever 《欧洲特需教育杂志》2013,28(3):262-274

ABSTRACT

An orthopedagogical method for teaching children with a depression is presented here. Relatively unknown in the English‐speaking world, orthopedagogy is a pedagogical discipline that is aimed at an entire action field. It does not target the child with handicap, but the entire problematic educational situation (PES). Orthopedagogy is the scientific study of assistance given to those concerned with a PES ‐ namely, the child, parents, brothers and sisters, grandparents, and so on. To break through a PES or to get rid of it, the orthopedagogician has to listen to the orthopedagogical request for help of the child and give an appropriate answer to it. On the basis of a theoretical model of Paul Gilbert, an orthopedagogic request for helping children with a depression was formulated. Gilbert's model offers a perspective derived from evolution theory and argues for the adoption of a bio‐psychological approach. Children with a depression request a warm and loving climate, an attractive and simple education situation and close involvement on the part of the educator. To answer that request, we set orthopedagogical action on two tracks. On track 1 (dialogical action) we try to break through the PES by asking the educator to over‐accentuate the pedagogical climate, the education situation and his/her own presentation. On track 2 (technical action) we designed an approach aimed at children aged between 6 and 12 years with a depression.  相似文献   

Education for older adults     

Frank Glendenning 《International Journal of Lifelong Education》2013,32(1-2):63-70

The developments and changes in the concept of ‘education for older adults’ during the last two decades are reviewed in this article. The origin of the terms ‘third age’ and ‘educational gerontology’ are discussed also and the issue of non-legitimation is raised.  相似文献   

Positive psychology for teachers. A practical guide     

Frank Pearson 《Educational Psychology in Practice》2013,29(1):103-104

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Handbook of intellectual styles: preferences in cognition,learning and thinking     

Frank Pearson 《Educational Psychology in Practice》2013,29(2):213-215

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