The importance of communication in teaching: A systems-theory approach to the scaffolding metaphor     

Jens Rasmussen 《课程研究杂志》2013,45(5):569-582

Scaffolding as a metaphor for support of learning processes places focus on the relationship between the psychic and social aspects of those processes. This paper examines the conceptualization of this relationship in activity theory and in operational constructivism. The importance of a distinction between psychic processes, language and communication is especially emphasized and discussed in relation to understandings of empathy, inter-subjectivity, and distributed cognition.  相似文献   

Examining individual and collective level mathematical progress     

Chris Rasmussen  Megan Wawro  Michelle Zandieh 《Educational Studies in Mathematics》2015,88(2):259-281

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‘Cruel Optimism’ and Contemporary Australian Critical Theory in Educational Research     

Mary Lou Rasmussen 《Educational Philosophy and Theory》2015,47(2):192-206

Abstract

‘Cruel optimism’ is a term coined by Lauren Berlant. In conceptualizing this term, Berlant draws on the resources of critical theory to interrogate people’s desires for things they think may improve their lot, but actually act as obstacles to flourishing. This notion may be useful for analysing the current state of education in Australia, and the desire to believe that My School, and the associated data it provides, will enable schools to address social inequalities. For Berlant, the promise of such technologies is problematic because it diverts our attention from important ethical, social and political questions, some of which are highlighted in the contributions to this special issue. Using ‘cruel optimism’ as a point of departure, I interrogate how the notion of critical theory has been conceptualized in educational research by briefly looking at scholarship within and outside education relating to critical theory. Following on from this, I consider how what I am terming critical theory is put to work in each of the articles that make up this special issue on My School.  相似文献   

Nervous Soup     

Nicolas Rasmussen 《Metascience》2007,16(1):165-167

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Editorial     

Rasmussen  Nicolas 《Metascience》2003,12(1):1-1

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Impaired pulmonary and cardiac function after maximal exercise   总被引：1，自引：0，他引：1  

B S Rasmussen  P Elkjaer  B Juhl 《Journal of sports sciences》1988,6(3):219-228

The cardiopulmonary response to maximal rowing exercise of short duration was studied in six healthy well-trained oarsmen. The lung diffusing capacity for carbon monoxide was significantly decreased below the pre-exercise value for 2.5 days post-exercise (P less than 0.05). Residual volume (RV) showed a significantly increased value at 30 min of recovery (P less than 0.01) with no change in total lung capacity. There was no significant change in transthoracic electrical impedance following exercise but a decrease may have been masked by the increased RV. The changes in the pulmonary parameters may reflect the occurrence of a transient interstitial lung oedema. Exercise-induced bronchoconstriction may be a part of the cardiopulmonary response as peak expiratory flow rate (PEFR) was significantly reduced at 30 min of recovery. The reason for the increase in pulmonary extravascular water volume may be a marked distension of the lung capillaries due to increased blood volume in the lungs and as a consequence increased vascular permeability. The changes may also be caused by impaired myocardial contractility indicated by a split impedance dZ/dt waveform, not previously described in healthy persons, which occurred in all six subjects immediately following exercise.  相似文献   

Book notice     

Nicolas Rasmussen 《Metascience》2012,21(1):251-252

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What Qualifications and Skills are Important for Digital Librarian Positions in Academic Libraries? A Job Advertisement Analysis   总被引：1，自引：0，他引：1  

Youngok Choi  Edie Rasmussen   《The Journal of Academic Librarianship》2009,35(5):457-467

As academic library functions and activities continue to evolve, libraries have broadened the traditional library model, which focuses on management of physical resources and activities, to include a digital library model, transforming resources and services into digital formats to support teaching, learning, and research. This transition has affected professionals' roles and activities due to new required skills. This study examines qualifications and skills required of professional positions involved in digital resources, services, and technologies as changing aspects in academic libraries. Data was collected from job advertisements for digital library positions posted in College and Research Libraries News during the nine years from 1999 to 2007. The study verifies shifts in staffing needs and required qualifications with digital focus on collections, services, and technology applications in academic libraries. The results confirm that a digital librarian is an emerging position in academic libraries. LIS educational implications and further investigations to validate the results are suggested.  相似文献   

Plant hormones in war and peace. Science, industry, and government in the development of herbicides in 1940s America     

Rasmussen N 《Isis; an international review devoted to the history of science and its cultural influences》2001,92(2):291-316

This essay describes the emergence of "hormone" herbicides from academic plant physiology research in America in the late 1930s and 1940s, attending especially to the role of interactions between university scientists, industrial concerns, and government (particularly agricultural) agencies. The importance of an intellectual shift among the physiologists to viewing hormones as plant toxins rather than growth stimulators, spurred by wartime events, is discussed. The essay concludes by exploring the postwar marketing of these hormones as agrichemicals and as lawn treatments for suburban consumers, placing these in the economic and ecological context of other contemporary developments in farming technique.  相似文献   

Didactising: Continuing the work of Leen Streefland     

Erna Yackel  Michelle Stephan  Chris Rasmussen  Diana Underwood 《Educational Studies in Mathematics》2003,54(1):101-126

In this paper we present three cases of instructional design that illustrates both horizontal didactising, the activity of using already established principles to design instruction, and vertical didactising the activity of developing new tools and principles for instructional design. The first case illustrates horizontal didactising by elaborating how the constructs chains of signification and models were used to design an instructional sequence involving linear growth. The second and third cases illustrate vertical didactising by developing argumentation analyses and generative listening, respectively, as instructional design tools. In the second case, argumentation analyses emerge as a tool that other designers can use to anticipate the quality of conversations that can occur as students engage in tasks prior to implementing the instructional sequence. The third case develops the notion of generative listening as a conceptual tool within the context of designing differential equations instruction to gain insights into what are, for students, experientially-real starting points that are mathematical in nature and to provide inspirations for revisions to instructional sequences. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献