Thornburg,Hershel (Ed.) School learning & instruction: Readings. Monterey,Calif.: Brooks/Cole Publishing Company (Division of Wadsworth), 1973, Pp. ix + 400. $5.95     

Glenn Snelbecker 《Psychology in the schools》1975,12(1):119-121

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A decade toward effective learning     

C. Glenn Valentine 《Performance Improvement》1968,7(9):13-13

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Chapters on the move     

C. Glenn Valentine 《Performance Improvement》1969,8(6):20-20

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E Pluribus Unum: Mohawk Indian Students’ Views Regarding the U.S. Pledge of Allegiance     

Leisa A. Martin  Glenn P. Lauzon  Matthew J. Benus  Pete Livas Jr. 《The Educational forum》2017,81(3):256-266

This study examined 191 high school students’ willingness to recite the Pledge of Allegiance, their reasons for participating or not participating in saying the Pledge, and their thoughts about the Pledge during this daily school ritual. The study was conducted in a rural town next to the Akwesasne Mohawk reservation. The majority of the students chose not to recite the Pledge, and Mohawk students were less likely to recite the Pledge than their classmates.  相似文献   

Academic Journals Plagued by Bogus Impact Factors     

Mehdi Dadkhah  Glenn Borchardt  Mohammad Lagzian  Giorgio Bianciardi 《Publishing Research Quarterly》2017,33(2):183-187

The current status of academic publishing is worrying. Cybercriminals are now targeting academic audiences, making it necessary to inform both editors and authors about such issues. The latest involves bogus impact factors, which are challenging scholarly publishing. Legitimate impact factors are used by authors and editors to get a general idea of the audience, if any, for a particular piece or journal. The bogus metrics only add confusion in support of the cybercrimes of their initiators. In this paper, we discuss bogus impact factors, victim countries, and try to clarify the phenomena for both authors and editors.  相似文献   

Developing emerging leaders using professional learning conversations     

Kylie Readman  Jennifer Rowe 《高等教育研究与发展》2016,35(5):1011-1024

Leadership in learning and teaching is a strategic priority for Australian universities, in that it is critical for improving the quality of higher education. Opportunities for academic staff to prepare for such leadership, especially during the early phases of their career, are not well embedded. This article reports on the implementation of a leadership development program for emerging leaders of learning and teaching in higher education that developed and utilised a professional learning conversation protocol. The results demonstrate that participating in the conversations had a range of positive outcomes for participants and the organisation in which the program was offered.  相似文献   

Differences among fastball,curveball, and change-up pitching biomechanics across various levels of baseball     

Glenn S. Fleisig  Walter A. Laughlin  Kyle T. Aune  E. Lyle Cain  Jeffrey R. Dugas  James R. Andrews 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(2):128-138

Controversy continues whether curveballs are stressful for young baseball pitchers. Furthermore, it is unproven whether professional baseball pitchers have fewer kinematic differences between fastballs and off-speed pitches than lower level pitchers. Kinematic and kinetic data were measured for 111 healthy baseball pitchers (26 youth, 21 high school, 20 collegiate, 26 minor league, and 18 major league level) throwing fastballs, curveballs, and change-ups in an indoor biomechanics laboratory with a high-speed, automated digitising system. Differences between pitch types and between competition levels were analysed with repeated measures ANOVA. Shoulder and elbow kinetics were greater in fastballs than in change-ups, while curveball kinetics were not different from the other two types of pitches. Kinematic angles at the instant of ball release varied between pitch types, while kinematic angles at the instant of lead foot contact varied between competition levels. There were no significant interactions between pitch type and competition level, meaning that kinetic and kinematic differences between pitch types did not vary by competition level. Like previous investigations, this study did not support the theory that curveballs are relatively more stressful for young pitchers. Although pitchers desire consistent kinematics, there were differences between pitch types, independent of competition level.  相似文献   

E-learning commodity or community: Disciplinary differences between online courses   总被引：2，自引：2，他引：0  

Glenn G. Smith  Allen J. Heindel  Ana T. Torres-Ayala   《The Internet and Higher Education》2008,11(3-4):152

Differences in curriculum and teaching styles across disciplines in higher education courses are also evident in online courses. This study used two widely available sources of data, CMS tool usage logs and course evaluations, to analyze differences between online courses in disciplinary quadrants (hard-pure, hard-applied, soft-pure, soft-applied) at a large metropolitan university, over five years (2002 and 2007). For 2007, results revealed significant differences in tool usage between disciplines, particularly for assessment tools. Hard-pure courses used Tests and Pool tools more often than did soft-pure courses. The Document tool was used most extensively in applied courses. Data from course evaluations, for spring 2007 online courses, suggested that applied disciplines had a shorter learner–instructor transactional distance than did pure disciplines. Results suggest that over five years, e-learning in pure disciplines has become more commoditized, while e-learning in applied disciplines has become more diversified and more oriented to community practice.  相似文献   

School psychology for the 21st century,second edition: foundations and practices     

Geraldine Rowe 《Educational Psychology in Practice》2013,29(2):210-211

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Sexual Abuse Prevention: A Misguided Focus     

Robert N. Rowe 《Clearing house (Menasha, Wis.)》2013,86(1)

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