Using Student-Generated Oral History Research in the Secondary Classroom     

Grace C. Huerta  Leslie A. Flemmer 《Clearing house (Menasha, Wis.)》2013,86(2)

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Components, systems and discontinuities: The case of magnetic recording and playback equipment     

Jeffery Funk 《Research Policy》2009,38(7):1192-1202

Using the history of magnetic recording and playback equipment, this paper explores the relationship between incremental improvements in components and technological discontinuities in systems. It finds that improvements in components have been the major source of all discontinuities in the industry. Focusing just on tape-based systems, all of the basic design approaches had been identified by the late 1950s and thus one of the largest technological challenges for firms has been to modify the design in response to improvements in the magnetic recording density of tape. This paper explores this phenomenon by analyzing data on equipment performance and price, and several design choices for the tape-based equipment. It shows how improvements in the magnetic recording density have changed the tradeoffs that exist between price and different dimensions of performance and between various design choices and thus led to about 10 technological discontinuities in magnetic tape system design.  相似文献   

Reading the invisible ink: Assessing the responses of non-composition faculty     

Francie Jeffery  Bonita Selting 《Assessing Writing》1999,6(2):179

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Helping a dental school put the “e” in evidence-based dentistry     

Lauren A. Maggio  Keven M. Jeffery 《Journal of the Medical Library Association》2008,96(2):152-155

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Libros     

E. Huerta  A. Matamale 《Cultura y Educación》2013,25(11-12):198-202

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Queering communication studies: a Journal of Applied Communication Research forum     

Jimmie Manning  Godfried Asante  Lydia Huerta Moreno  Rebecca Johnson  Benny LeMaster  Yachao Li 《Journal of Applied Communication Research》2020,48(4):413-437

ABSTRACT

Genders and sexualities continue to remain underexplored in the field of communication studies and the academy in general. This essay examines possibilities for incorporating queer perspectives into communication studies. At the invitation of the Journal of Applied Communication Research editor, 9 communication scholars who use queer theory or queer perspectives in their own work responded to a series of questions addressing how queer theory and perspectives can be used in the discipline, both by those who are new to queer theorizing and those who are looking to expand their knowledge and practices. The answers to these questions provide an understanding of what queer theory is and its relationship with LGBT studies; allow practical considerations for incorporating queer perspectives into communication scholarship in multiple methodological areas; offer considerations for welcoming queer voices in the classroom, the communication discipline, and the larger academy; and indicate several scholarly resources for those who want to learn more about queer theory and LGBT studies.  相似文献   

School quality signals and attendance in rural Guatemala     

Jeffery H. Marshall 《Economics of Education Review》2011,30(6):1445-1455

This study analyzes school dropout in rural Guatemala using event history data and unusually detailed data on schools and teachers. Significant results for language of instruction, teacher education and fighting between students demonstrate the importance of accounting for school context influences on an outcome that has, historically, been analyzed mainly as a function of family background. Less support is found for the contention that dropout is lower in schools that are better at maximizing student achievement. Finally, using interaction analysis some of the school effects vary significantly by student gender and ethnicity. The various linkages between school features and dropout highlight the complicated reality of identifying the kinds of features of schools that are valued by poor families.  相似文献   

Using Mini‐Grants to Create Sustained Faculty Buy‐In for Student‐Centered Pedagogy and Assessment in STEM Foundation Courses          下载免费PDF全文

Charles R. Feldhaus  Lisa G. Bunu‐Ncube  Howard R. Mzumara  Jeffery Xavier Watt  Stephen P. Hundley  Kathleen A. Marrs  Andrew D. Gavrin 《Assessment Update》2015,27(2):3-14

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A Sport Education Fitness Season’s Impact on Students’ Fitness Levels,Knowledge, and In-Class Physical Activity     

Jeffery Kurt Ward  Danielle D. Wadsworth  Shelby Foote  Sheri J. Brock  Nikki Hollett 《Research quarterly for exercise and sport》2017,88(3):346-351

Purpose: The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students’ fitness knowledge and fitness achievement. Method: One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called “CrossFit Challenge” during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers. Results: Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition). Conclusions: The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA.  相似文献   

Food Choice Is Multifaceted,Contextual, Dynamic,Multilevel, Integrated,and Diverse     

Jeffery Sobal  Carole A. Bisogni  Margaret Jastran 《Mind, Brain, and Education》2014,8(1):6-12

Eating is broadly conceptualized as food choice. Food choice is a complex activity with many dimensions. Food choice is multifaceted as it involves whether, where, when, how long, how, why, with whom, for whom, and under what conditions eating occurs. Food choice is contextual as it is situated within specific conditions and settings involving both individuals and institutions. Food choice is dynamic as it unfolds and is embedded in eating episodes over lifetimes within historical eras. Food choice is multilevel as physical, biological, psychological, and sociocultural factors operate simultaneously and interact. Food choice is integrated as people coordinate many considerations to construct specific eating activities. Food choice is diverse in its broad scope of distinct and unique eating activities. Food choice can be examined using both multi‐perspective and multi‐purpose approaches, and it may not be possible to integrate different perspectives into a unified approach to understanding and changing food choice.  相似文献