Effect of hand cooling on body temperature,cardiovascular and perceptual responses during recumbent cycling in a hot environment     

Alan D Ruddock  Garry A Tew 《Journal of sports sciences》2017,35(14):1466-1474

  相似文献   

Developing School-Scientist Partnerships: Lessons for Scientists from Forests-of-Life     

Garry Falloon  Ann Trewern 《Journal of Science Education and Technology》2013,22(1):11-24

The concept of partnerships between schools and practicing scientists came to prominence in the United States in the mid 1980s. The call by government for greater private sector involvement in education to raise standards in science achievement saw a variety of programmes developed, ranging from short-term sponsorships through to longer-term, project-based interactions. Recently, school-scientist partnerships (SSPs) have been rekindled as a means of assisting schools to motivate and inspire students in science, improve levels of teachers’ science knowledge, and increase awareness of the type and variety of career opportunities available in the sciences (Rennie and Howitt, 2009). This article summarises research that used an interpretive case study method to examine the performance of a two-year SSP pilot between a government-owned science research institute, and 200 students from two Intermediate (years 7 and 8) schools in New Zealand. It explored the experiences of scientists involved in the partnerships, and revealed difficulties in bridging the void that existed between the outcomes-driven, commercially-focused world of research scientists, and the more process-oriented, tightly structured, and conservative world of teachers and schools. Findings highlight the pragmatic realities of establishing partnerships, from the perspective of scientists. These include acute awareness of the nature of school systems, conventions and environments; the science, technological and pedagogical knowledge of teachers; teacher workload issues and pressures, curriculum priorities and access to science resources. The article identifies areas where time and effort should be invested to ensure successful partnership outcomes.  相似文献   

e-Science Partnerships: Towards a Sustainable Framework for School–Scientist Engagement     

Garry Falloon 《Journal of Science Education and Technology》2013,22(4):393-401

In late 2006, the New Zealand Government embarked on a series of initiatives to explore how the resources and expertise of eight, small, state-owned science research institutes could be combined efficiently to support science teaching in schools. Programmes were developed to enable students and teachers to access and become involved in local science research and innovation, with the aim being to broaden their awareness of New Zealand science research contexts, adding authenticity and relevance to their school studies. One of these initiatives, known as Science-for-Life, partnered scientists with teachers and students in primary and secondary schools (K-12). A key output from the trial phase of Science-for-Life was the generation of a framework for guiding and coordinating the activities of the eight institutes within the education sector, to improve efficiency, effectiveness and promote sustainability. The framework, based on data gathered from a series of interviews with each institute’s Chief Executive Officer (CEO), an online questionnaire, and informed by findings from trial partnership case studies published as institute technical reports and published articles, is presented in this paper. While the framework is developed from New Zealand data, it is suggested that it may be useful for coordinating interactions between multiple small science organisations and the school sector in other small-nation or state contexts.  相似文献   

The Routledge International Companion to Emotional and Behavioural Difficulties edited by Ted Cole, Harry Daniels & John Visser (eds) Routledge, 2012, 358pp Hardback £140.00/$225.00 ISBN 978‐0‐415‐58463‐0 e‐book: ISBN 978‐0‐203‐11737‐8 £120.00/$200.00     

Andrew Loxley  Garry Squires 《Journal of Research in Special Educational Needs》2013,13(2):168-169

  相似文献   

Improving satellite tutorials at the University of the South Pacific     

Ivan Williams  Garry Gillard 《Distance Education》1986,7(2):261-274

Since 1974 the University of the South Pacific has been conducting tutorials using the medium of radio via the satellite ATS‐1. That experience is reviewed.

A series of case‐study tutorial recordings and a number of Flanders‐type interaction analyses in two different semesters have gathered information about tutor and student behaviour. Observations reveal that there has been less student participation than is desirable in tutorials. Student and tutor perceptions of satellite classes show that they are valued additions to the basic distant teaching elements which are delivered by post, and that student contribution to the tutorials is desired. Following interventions to improve the quality and effectiveness of the classes there are indications that desirable changes are taking place.  相似文献   

Using Cognitive Behavioural Psychology with Groups of Pupils to Improve Self-Control of Behaviour     

Garry Squires 《Educational Psychology in Practice》2001,17(4):317-335

Cognitive Behavioural Therapy, derived from the work of Beck and Emery (Beck et al., 1979, 1990; Beck, 1985; Emery, 1985) has proved useful within a clinical context. In this paper, the author will report on a six-session project based on CBT and conducted within a mainstream setting that led to measured improvement in teacher ratings of behaviour and pupil ratings of self-control. Anecdotal evidence suggests that improvements were made in peer relationships and self-concept, and that all changes seem to be long lasting and to extend beyond the classroom to other aspects of the child's functioning.  相似文献   

Neil Weinstock Netanel: Copyright’s Paradox     

Peggy Garry 《Publishing Research Quarterly》2009,25(4):276-277

  相似文献   

The identification of special educational needs and the month of birth: differential effects of category of need and level of assessment     

Garry Squires  Neil Humphrey  Alexandra Barlow  Michael Wigelsworth 《欧洲特需教育杂志》2013,28(4):469-481

The processes around the identification of special educational needs (SEN) should mean that those pupils who need most help receive it. However, there are concerns that this process is not working and there is an over-identification of pupils with SEN. Previous international research has shown that summer-born children are more likely to be identified as having SEN. However, these studies tend to treat SEN as a homogenous group. In this paper, we explore the extent to which the month-of-birth effect can be seen in subgroups of SEN. A survey of 450 schools in England was undertaken to explore the levels of provision and categories of SEN for 15,640 pupils. This led to differential month-of-birth effects being noted in category of SEN, with moderate learning difficulties being most susceptible. We hypothesise that teachers may be labelling younger children within the year group on the basis of political aspirations of attainments to be reached by the end of the academic year. When more thorough, multiprofessional assessments are undertaken, the month-of-birth effect is no longer evident. This has clear implications for assessment; identification; allocation of scarce educational resources; for educational policy on monitoring school performance and initial teacher training.  相似文献   

The Application of Social Network Analysis to Team Sports     

Dean Lusher  Garry Robins  Peter Kremer 《Measurement in physical education and exercise science》2013,17(4):211-224

This article reviews how current social network analysis might be used to investigate individual and group behavior in sporting teams. Social network analysis methods permit researchers to explore social relations between team members and their individual-level qualities simultaneously. As such, social network analysis can be seen as augmenting existing approaches for the examination of intra-group relations among teams and provide detail of team members' informal connections to others within the team. Social network analysis is useful in addressing the issue of interdependencies in the data inherent in team structures. Social network terms are introduced and explained by way of an example team, software and resources are discussed, and a statistical approach to social network analysis is introduced.  相似文献   

A Risk-Taking Professional Stance     

Garry R. Walz 《Counselor Education & Supervision》1966,6(1):1-2

  相似文献