Working Theory Into and Out of Design Experiments     

Annemarie Sullivan Palincsar 《Learning disabilities research & practice》2005,20(4):218-220

In this response, I advocate for the value of considering theory in the design‐based research that Gersten describes in “Behind the Scenes of an Intervention Research Study.” I argue that such an emphasis: is consistent with the literature on design experiments, is integral to advancing knowledge building within domains, serves to advance the work of a field, and supports the dissemination of instructional research. I illustrate these points, drawing upon the research described in the article by Gersten.  相似文献   

The Place of Personnel in Higher Education     

Lesley Mackay 《Higher Education Quarterly》1995,49(3):210-228

Based on research in universities in the North of England, this article reflects on the growing size and widening remit of the personnel function. Differences between the old and new universities are discussed together with the possible future roles of personnel within higher education. The author feels that it is unlikely, given personnel directors views of the way the personnel function is seen by Vice Chancellors and Pro-Vice-Chancellors in the older universities, that the personnel function will play a more influential role in the immediate future. Also, despite a greater role being played by the personnel function in the new universities, a seat at the'top table'has generally been denied. The author concludes that in such labour-intensive organizations as universities, the failure to empower the personnel function is somewhat shortsighted given the growing number of government policies directed towards the activities of academic staff.  相似文献   

Removing the mystique surrounding academic planning     

Richard H. Barbe  Margaret M. Sullivan 《Research in higher education》1982,16(3):283-286

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Effects of competition, exercise, and mental stress on secretory immunity   总被引：2，自引：0，他引：2  

Ring C  Carroll D  Hoving J  Ormerod J  Harrison LK  Drayson M 《Journal of sports sciences》2005,23(5):501-508

It has been suggested that the psychological stress associated with competitive sports events may help to explain the increased susceptibility to respiratory infections due to reductions in secretory immunity. In the current study, we investigated the influence of competitive exercise and psychological stress on secretory immunoglobulin A (s-IgA). Salivary s-IgA and heart rate were measured in 62 healthy young recreationally active men at rest and, in a between-subjects design, following one of four 8-min tasks: mental arithmetic, cycling at workloads of 60 to 180 W (mean = 146 W), mental arithmetic while cycling, or competitive cycling. Mental arithmetic was associated with significant increases in s-IgA concentration (mean = 49 microg.min(-1)) and s-IgA secretion rate (mean = 25 microg.ml(-1)) compared with rest, while mental arithmetic combined with exercise was associated with a significant increase in s-IgA concentration only (mean = 124 microg.min(-1)). In contrast, competitive exercise and exercise alone did not influence s-IgA concentration or secretion rate. Heart rate increased modestly to mental arithmetic (mean = 7 beats.min(-1)) and substantially, and similarly, to the three exercise tasks (mean = 56(62 beats.min(-1)). The hypothesis that the psychological stress of competitive exercise contributes to increased susceptibility to infection via reductions in s-IgA requires further investigation.  相似文献   

Formation of embryoid bodies using dielectrophoresis     

Agarwal S  Sebastian A  Forrester LM  Markx GH 《Biomicrofluidics》2012,6(2):24101-2410111

Embryoid body (EB) formation forms an important step in embryonic stem cell differentiation invivo. In murine embryonic stem cell (mESC) cultures EB formation is inhibited by the inclusion of leukaemic inhibitory factor (LIF) in the medium. Assembly of mESCs into aggregates by positive dielectrophoresis (DEP) in high field regions between interdigitated oppositely castellated electrodes was found to initiate EB formation. Embryoid body formation in aggregates formed with DEP occurred at a more rapid rate-in fact faster compared to conventional methods-in medium without LIF. However, EB formation also occurred in medium in which LIF was present when the cells were aggregated with DEP. The optimum characteristic size for the electrodes for EB formation with DEP was found to be 75-100 microns; aggregates smaller than this tended to merge, whilst aggregates larger than this tended to split to form multiple EBs. Experiments with ESCs in which green fluorescent protein (GFP) production was targeted to the mesodermal gene brachyury indicated that differentiation within embryoid bodies of this size may preferentially occur along the mesoderm lineage. As hematopoietic lineages during normal development derive from mesoderm, the finding points to a possible application of DEP formed EBs in the production of blood-based products from ESCs.  相似文献   

Northern Ireland head teachers’ perceptions of inclusion     

Lesley Abbott 《International Journal of Inclusive Education》2013,17(6):627-643

Inclusion has been a central educational issue for well over a quarter of a century, with continuing emphasis worldwide on initiatives by governments, Higher Education Institutions and schools that respond to the needs of children and young people with learning difficulties, disabilities or other disadvantage. This paper reports how Northern Ireland head teachers interpret inclusion in the nursery, primary, post‐primary and special sectors. Those in mainstream schools showed whole‐hearted commitment to the philosophy and practice of inclusion, and could critically examine what they have achieved so far. However, they recognized persistent and varied constraints both within and beyond their schools. Head teachers in the special sector perceived their schools to have a multiple role in providing for pupils with the greatest need, reintegrating those on placement into their regular schools, and offering outreach support to mainstream colleagues. The implications for all aspects of teacher education were identified, for beginning teachers, for more experienced practitioners and for the head teachers themselves. A number of key factors were suggested to make inclusion work.  相似文献   

Farewell to Grant Maintained Status: the future of self-governing schools     

Lesley Anderson 《School Leadership & Management》2013,33(3):371-385

Within 15 months of New Labour being elected to Government in May 1997, a new framework for the organisation of schools in England and Wales was on the statute books. In September 1999 the legislation was implemented and three new categories of schools: foundation, voluntary and community, replaced all previous classifications. Thus, the opportunity for state schools to 'opt out' and become self-governing, grant maintained (GM) schools was abolished. Indeed, all schools, regardless of their category, are now required to have local education authority representatives on their governing bodies. This article reports on empirical research carried out between September 1997 and the end of 1998-the period when the new framework was being shaped. The research is concerned with GM schools' headteachers' and chairs of governors' views and interpretations about the future governance of their schools.  相似文献   

A journey of self‐discovery: an intervention involving massage,yoga and relaxation for children with emotional and behavioural difficulties attending primary schools     

Lesley Powell  Mollie Gilchrist  Jacqueline Stapley 《Emotional and Behavioural Difficulties》2013,18(3):193-199

This study reports on an intervention involving massage, yoga and relaxation delivered to young children with emotional and behavioural difficulties. Children (n = 126) were invited to participate in the Self‐discovery Programme (SDP) with parental consent. A total of 107 children aged 8–11 years completed the SDP and all measures. Children were allocated to a Control (n = 54) or Intervention (n = 53) group. The results indicate that children in the Intervention group showed improvements in self‐confidence, social confidence, communication and contributions in class. Children in the Intervention group were noted by teachers to use skills learned on the SDP during the school day.  相似文献   

The reality of living with AD/HD: children's concern about educational and medical support     

Lesley Hughes 《Emotional and Behavioural Difficulties》2013,18(1):69-80

A diagnosis of AD/HD may tell us that the child has the core characteristics of inattentiveness, impulsivity and or hyperactivity, but it fails to convey the extent to which the social context of the child's environment manipulates these characteristics. This article reports on how children with a diagnosis of AD/HD view the impact their social environment has on their behaviour; providing us with insight into how educational and medical intervention strategies are failing to achieve their potential. The findings suggest that if children with AD/HD and their families are to benefit from educational and medical intervention then stakeholders need to work together to provide coordinated and consistent support.  相似文献   

The construction of a questionnaire to evaluate the science orientedness of students' identities as learners from a cognitive perspective     

Ruurd Taconis  Lesley G.M. de Putter-Smits  Steven Henry  Perry J. den Brok  Douwe Beijaard 《Educational Research and Evaluation》2013,19(4):383-400

Forming a science-oriented identity is considered a process underlying both interest and achievement in science education. A questionnaire is developed for describing “identities as learners” and evaluating their science orientedness. The instrument (k = 65) focuses on cognitive aspects. An internal coherence of .88 was found. Five subscales were defined that proved interrelated yet distinguishable. A pilot amongst 40 students from Dutch general secondary education showed that preferring science over non-science subjects and relatively high grades for sciences subjects were strongly correlated to science orientedness of the learner identity (r_s  = .65; p < .001). The results support the reliability and validity of the questionnaire but also point to the importance of identity as a central concept in studying science education. It is concluded that we made a promising step in constructing an instrument for monitoring the development of cognitive aspects of science-oriented identities during (innovative) science education.  相似文献