Collaborative action research to develop the use of solution‐focused approaches     

Jo Simm  Rachel Ingram 《Educational Psychology in Practice》2008,24(1):43-53

This collaborative action research project involves two educational psychologists (EPs) working with teachers from four primary schools to develop the use of solution‐focused approaches. The project illustrates a way in which EPs might make a distinctive contribution to improving outcomes for children and young people. Realist interviews were used to identify mechanisms responsible for encouraging change in practice and many of these can be linked to action research or solution‐focused approaches. The project will be funded for two years and this report is based on the first year. Progress has been encouraging and findings suggest that solution‐focused action research is a successful model for introducing a new initiative.  相似文献   

Making the Case for Budget Reductions: Pierce County Library’s FY2013 Budget     

Neel Parikh  Clifford Jo  Georgia Lomax  Sally Porter Smith 《Public Library Quarterly》2014,33(1):23-75

This article features a discussion about how Pierce County (Washington) Library’s 2013 budgeting process and budget document explain budget cuts and service changes to users and taxpayers within the context of the library’s continuing effort to improve operational efficiency and maintain valued core, customer, and community services. Pierce County Library is an independent municipal corporation established by state law and is funded from a separate property tax levy as a junior taxing district.  相似文献   

Creating an alternate reality: Critical,creative, and empathic thinking generated in the Global Village Playground capstone experience     

Mary Jo Dondlinger  Douglas A. Wilson 《Thinking Skills and Creativity》2012,7(3):153-164

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering critical and creative thinking. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. Researchers employed a qualitative case study approach to evaluate participant reactions to the course, their perceptions of the instructional design methodology, what they learned in the course, and the challenges they experienced during the pilot implementation of this capstone design. This article documents what students reported to have learned in the course as a result of their experience creating an alternate reality game.  相似文献   

Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools     

Guoyuan Sang  Martin Valcke  Johan van Braak  Chang Zhu  Jo Tondeur  Kailian Yu 《Asia-Pacific Journal of Teacher Education》2012,40(4):363-378

The present study aims to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a video-case-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants' beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use.  相似文献   

Sex is for fun: IVF is for children     

Whelan J 《New scientist (1971)》2006,192(2574):42-45

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Strategic Planning: From Training to Performance Technology Within Three Years     

Karolyn A. Smalley  Sharon Inman  Mary Jo DeJong 《Performance Improvement Quarterly》1995,8(2):114-124

Many corporate Human Resource Development (HRD) department staff are type-cast as trainers. They have tried to become human performance technologists and have found it difficult to accomplish. This article describes how developing and implementing a set of strategic plans guided one HRD department through its evolution from delivering conventional training to delivering multiple performance improvement interventions. It will show how projects were selected, developed, and managed over a three-year period to meet the customer's critical business issues and the HRD department's strategic plan.  相似文献   

Embodied cognition as grounding for situatedness and context in mathematics education   总被引：1，自引：0，他引：1  

Rafael E. Núñez  Laurie D. Edwards  João Filipe Matos 《Educational Studies in Mathematics》1999,39(1-3):45-65

In this paper we analyze, from the perspective of 'Embodied Cognition', why learning and cognition are situated and context-dependent. We argue that the nature of situated learning and cognition cannot be fully understood by focusing only on social, cultural and contextual factors. These factors are themselves further situated and made comprehensible by the shared biology and fundamental bodily experiences of human beings. Thus cognition itself is embodied, and the bodily-grounded nature of cognition provides a foundation for social situatedness, entails a reconceptualization of cognition and mathematics itself, and has important consequences for mathematics education. After framing some theoretical notions of embodied cognition in the perspective of modern cognitive science, we analyze a case study – continuity of functions. We use conceptual metaphor theory to show how embodied cognition, while providing grounding for situatedness, also gives fruitful results in analyzing the cognitive difficulties underlying the understanding of continuity. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Arguing in Portugal: A cross-cultural analysis     

Marcin Lewiński  Dale Hample  João Sàágua  Dima Mohammed 《Journal of International and Intercultural Communication》2018,11(3):233-253

We report data on Portuguese understandings of interpersonal arguing, based on a survey conducted in Portugal (N?=?252). Employing concepts and methods developed for studying interpersonal arguing, we report on the levels of argumentativeness, verbal aggressiveness, personalization of conflict, and argument frames. After comparing Portuguese men and women, we compare Portuguese respondents with two groups of US respondents. In contrast to US respondents, Portuguese report to argue more prosocially, cooperatively and civilly, and are more sophisticated in their reflections about arguing. We discuss these results in the context of the Portuguese notion of argumentation (argumentação) and Portuguese culture more broadly.  相似文献   

Muscle coordination,activation and kinematics of world-class and elite breaststroke swimmers during submaximal and maximal efforts     

Bjørn Harald Olstad  João Rocha Vaz  Christoph Zinner  Jan M.H. Cabri  Per-Ludvik Kjendlie 《Journal of sports sciences》2017,35(11):1107-1117

The aims of this study were to describe muscular activation patterns and kinematic variables during the complete stroke cycle (SC) and the different phases of breaststroke swimming at submaximal and maximal efforts. Surface electromyography (sEMG) was collected from eight muscles in nine elite swimmers; five females (age 20.3 ± 5.4 years; Fédération Internationale de Natation [FINA] points 815 ± 160) and four males (27.7 ± 7.1 years; FINA points 879 ± 151). Underwater cameras were used for 3D kinematic analysis with automatic motion tracking. The participants swam 25 m of breaststroke at 60%, 80% and 100% effort and each SC was divided into three phases: knee extension, knee extended and knee flexion. With increasing effort, the swimmers decreased their SC distance and increased their velocity and stroke rate. A decrease during the different phases was found for duration during knee extended and knee flexion, distance during knee extended and knee angle at the beginning of knee extension with increasing effort. Velocity increased for all phases. The mean activation pattern remained similar across the different effort levels, but the muscles showed longer activation periods relative to the SC and increased integrated sEMG (except trapezius) with increasing effort. The muscle activation patterns, muscular participation and kinematics assessed in this study with elite breaststroke swimmers contribute to a better understanding of the stroke and what occurs at different effort levels. This could be used as a reference for optimising breaststroke training to improve performance.  相似文献   

Acute and chronic effect of sodium bicarbonate ingestion on Wingate test performance: a systematic review and meta-analysis     

João Paulo Lopes-Silva  Reid Reale  Emerson Franchini 《Journal of sports sciences》2019,37(7):762-771

The aim of this study was to perform a systematic review and meta-analysis on the acute and chronic effects of sodium bicarbonate (NaHCO₃) ingestion on Wingate performance. Following a search through PubMed, Scopus and Web of Science, 9 studies were found meeting inclusion criteria (6 acute and 3 chronic). Random-effects meta-analysis of standardized mean difference (SMD) for peak and mean power was performed. Study quality was assessed using the QualSyst. Results of the meta-analysis showed that acute ingestion of NaHCO₃ did not improve Wingate test peak (weighted average effect size Hedges’s g = 0.02, 95%CI: – 0.19 to 0.23, P = 0.87) or mean power (weighted average effect size Hedges’s g = 0.15, 95%CI: ?0.06 to 0.36, P = 0.92). However, chronic ingestion of NaHCO₃ improved Wingate test peak (weighted average effect size Hedges’s g = 1.21, 95%CI: 0.83 to 1.42, P = 0.001) and mean power (weighted average effect size Hedges’s g = 1.26, 95%CI: 0.96 to 1.56, P = 0.001). Quality assessment of selected articles was classified as strong. This meta-analysis provides evidence that chronic, but not acute, ingestion of NaHCO₃ increases both Wingate test peak and mean power.  相似文献