Enhancing the learning of Year 11 students with a videotaped lesson in genetics     

Ian G.A. Edwards  Leonie J. Rennie 《Distance Education》1991,12(2):266-278

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Teachers’ beliefs about the impact of games on the academic and social experiences of diverse and at-risk children in schools: a Deleuzian perspective     

Leonie Rowan 《Learning, Media and Technology》2017,42(3):295-307

This paper explores teachers’ beliefs about the ways in which the use of digital games in schooling contexts impacted upon students who they believed to be in some way at risk of educational or social alienation or failure. Drawing upon the theoretical resources provided by Gilles Deleuze and Felix Guattari, the paper explores opportunities games-based learning created for students who had previously been positioned in narrow, limiting, or marginalized relationships to academic achievement or social acceptance. In describing teachers’ beliefs about the various lines of flight that games-based learning was able to spark, the paper argues the importance of continuing to explore how at-risk learners might benefit from particular uses of games in schools.  相似文献   

Supporting quality research in teacher education     

Leonie Rowan  Parlo Singh  Jeanne Allen 《Asia-Pacific Journal of Teacher Education》2018,46(2):117-119

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Investigating Prolonged Neonatal Jaundice: A Staged Approach is Superior and Conducive to Breastfeeding     

Jonathan Wayland Graham  Siba Prosad Paul  Sarah Mulholland  Steven Chi Tran  Charlotte Louise Butler  Rowan Douglas Mankiewitz  Georgia Beech 《Indian journal of clinical biochemistry : IJCB》2021,36(2):242

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A Social Support Intervention and Academic Achievement in College: Does Perceived Loneliness Mediate the Relationship?     

Jonathan F. Mattanah  Leonie J. Brooks  Bethany L. Brand  Julie L. Quimby  Jean F. Ayers 《Journal of College Counseling》2012,15(1):22-36

The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty‐eight 1st‐year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their sophomore year, compared with control participants, after controlling for demographic variables. Loneliness barely mediated the relationship between the social support intervention and academic achievement, suggesting other mechanisms by which the intervention enhanced academic performance.  相似文献   

Mandatory trialling of support services by international students: what they choose and how they reflect     

Ben Fenton-Smith  Rowan Michael 《Teaching in Higher Education》2013,18(8):933-949

This paper evaluates a strategy to promote the uptake of support services by international students (ISs) at an Australian university. As part of their assessment, ISs completed a so-called ‘University Service Reflection Task’ (USRT) in a core first-year course. To complete the USRT, all ISs accessed one support service (e.g. language consultation, study skills workshop, careers guidance), then submitted a written reflection about the experience. Using responses to a questionnaire by 155 participants, the researchers investigated which services ISs attended for the USRT and patterns of prior attendance. Students' perspectives were explored by analysing 73 reflective essays. The results showed that two-thirds of the students participated in a service for the first time in order to complete the USRT and favoured services that had closest application to their coursework. Students expressed positive feelings about their experiences and reported learning gains, particularly in the areas of study skills and development of academic language.  相似文献   

Robust hope,democracy and early childhood education     

Leonie Arthur  Wayne Sawyer 《Early Years: An International Journal of Research and Development》2009,29(2):163-175

This paper discusses a recent Australian study of boys' education using case studies to determine successful practices. It focuses on an early childhood site where access to ‘discourses of power’ for students and parents and a valuing of students' ‘action knowledge’ created a particular democratic culture achieving improved outcomes for boys. The data are drawn from focus groups with families, interviews with educators, conversations with children and on‐site observations over two days. The findings are discussed in terms of those factors deriving from Henry Giroux's work on democracy and hope. In addition, we build on the work of Giroux by discussing the site as an exemplar of what we have come to call ‘robust hope’.  相似文献   

Reflection,research and teacher education     

Parlo Singh  Leonie Rowan  Jeanne Allen 《Asia-Pacific Journal of Teacher Education》2019,47(5):455-459

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Some reflections about the political epistemologies of teacher education research     

Parlo Singh  Stephen Heimans  Leonie Rowan  Jeanne Allen 《Asia-Pacific Journal of Teacher Education》2017,45(5):435-438

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Exercise interventions for older adults: A systematic review of meta-analyses     

Claudio Di Lorito  Annabelle Long  Adrian Byrne  Rowan H.Harwood  John R.F.Gladman  Stefan Schneider  Pip Logan  Alessandro Bosco  Veronika van der Wardt 《运动与健康科学(英文)》2021,10(1):29-47

Background:The evidence concerning which physical exercise characteristics are most effective for older adults is fragmented.We aimed to characterize the extent of this diversity and inconsistency and identify future directions for research by undertaking a systematic review of metaanalyses of exercise interventions in older adults.Methods:We searched the Cochrane Database of Systematic Reviews,PsycInfo,MEDLINE,Embase,CINAHL,AMED,SPORTDiscus,and Web of Science for articles that met the following criteria:(1)meta-analyses that synthesized measures of improvement(e.g.,effect sizes)on any outcome identified in studies of exercise interventions;(2)participants in the studies meta-analyzed were adults aged 65+or had a mean age of 70+;(3)meta-analyses that included studies of any type of exercise,including its duration,frequency,intensity,and mode of delivery;(4)interventions that included multiple components(e.g.,exercise and cognitive stimulation),with effect sizes that were computed separately for the exercise component;and(5)meta-analyses that were published in any year or language.The characteristics of the reviews,of the interventions,and of the parameters improved through exercise were reported through narrative synthesis.Identification of the interventions linked to the largest improvements was carried out by identifying the highest values for improvement recorded across the reviews.The study included 56 meta-analyses that were heterogeneous in relation to population,sample size,settings,outcomes,and intervention characteristics.Results:The largest effect sizes for improvement were found for resistance training,meditative movement interventions,and exercise-based active videogames.Conclusion:The review identified important gaps in research,including a lack of studies investigating the benefits of group interventions,the characteristics of professionals delivering the interventions associated with better outcomes,and the impact of motivational strategies and of significant others(e.g.,carers)on intervention delivery and outcomes.  相似文献