Telecentres and e‐learning     

Tharindu Liyanagunawardena  Andrew Adams  Naz Rassool  Shirley Williams 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):E156-E158

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Associations Between First‐Time Expectant Women's Representations of Attachment and Their Physiological Reactivity to Infant Cry     

Jennifer C. Ablow  Amy K. Marks  S. Shirley Feldman  Lynne C. Huffman 《Child development》2013,84(4):1373-1391

Associations among 53 primiparous women's Adult Attachment Interview classifications (secure–autonomous vs. insecure–dismissing) and physiological and self‐reported responses to infant crying were explored. Heart rate, skin conductance levels, and respiratory sinus arrhythmia (RSA) were recorded continuously. In response to the cry, secure–autonomous women demonstrated RSA declines, consistent with approach‐oriented responses. Insecure–dismissing women displayed RSA and electrodermal increases, consistent with behavioral inhibition. Furthermore, insecure–dismissing women rated the cries as more aversive than secure–autonomous women. Nine months postpartum, secure–autonomous women, who prenatally manifested an approach‐oriented response to the unfamiliar cry stimulus, were observed as more sensitive when responding to their own distressed infant, whereas women classified prenatally as insecure–dismissing were observed as less sensitive with their own infants.  相似文献   

Guiding e‐learning: Introducing online informal learning to a global voluntary organisation     

Shirley Williams  Claire Spiret  Yota Dimitriadi  Rachel McCrindle 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(2):E39-E41

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Promises of Access and Inclusion: Online Education in Africa   总被引：1，自引：0，他引：1  

A. Lelliott  S. Pendlebury  & P. Enslin 《Journal of Philosophy of Education》2000,34(1):41-52

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Re-engaging disengaged pupils in physical education: an appreciative inquiry perspective     

Shirley Gray  Jennifer Treacy  Edward T. Hall 《Sport, Education and Society》2019,24(3):241-255

Many children and young people enjoy physical education (PE), yet many do not, and subsequently become disengaged from PE. Previous research that has explored pupil disengagement from PE has focused on what teachers should do to re-engage their pupils, or has encouraged dis-engaged pupils to create a curriculum that they perceive to be socially and culturally relevant. While this research is extremely important, it does not highlight enough what teachers bring to the teaching and learning process. An alternative approach to understanding (dis)engagement in PE is to start by asking both teachers and pupils: what is currently working, why is it working, and what could be in the future? This ‘appreciative inquiry’ (AI) approach is underpinned by the belief that everyone and everything has strengths that can be developed, and that those strengths should be the starting point for change. Consequently, in establishing the use of AI as an important means of understanding and potentially enhancing PE pedagogy, this research sought to understand the successful teaching strategies developed by PE teachers to re-engage disengaged pupils. Importantly, in recognising the value of understanding pupil experiences we also explored and shared the success stories of the ‘re-engaged’ pupils. Finally, in extending the research in this area, we examined the impact that teacher engagement in the AI process had on their professional learning. As the teachers engaged in the AI process, they discussed, listened to (each other and their pupils), reflected and shared their success stories. This, in turn, appears to have encouraged them to re-articulate and re-enact their practice and learning within the context of a more positive future. They designed (and in some cases, co-design with their pupils) meaningful and empowering PE programmes for their ‘disengaged’ pupils and have subsequently made a commitment to future professional learning and inquiry.  相似文献   

Education in the Chinese national sport system: experiences of professional wushu athletes     

Yang Zhang  Shirley H. M. Reekie 《Sport in Society》2019,22(8):1466-1480

Abstract

Within the Chinese national sport system, the government provides resources and funding to train athletes from a young age to become high-performance competitors. Though athletes are well supported to excel in their sport, during their years of intense physical training, athletes generally receive little to no formal education to prepare them for life outside of sport. The sacrifice of forgoing formal education to compete in elite level sport is not uncommon for athletes within centralized sporting systems and has been widely documented; however, there is little research that focuses on the impact of the team’s educational systems from the perspective of the athletes. To add to the growing body of research in this area, the authors utilized in-depth interviews to examine professional wushu athletes’ education experiences whilst training on their team. Thematic analysis of the findings revealed that athletes who committed themselves to sport training in the Chinese national system had to negotiate a number of factors related to time, motivation, social influences, and resources when it came to education and academia. Findings highlight the ways in which these athletes experience and come to terms with limited academic opportunities, preparation and support from their team and the training environment.  相似文献   

The federal government and information technology standards: Building the national information infrastructure     

Shirley M. Radack 《Government Information Quarterly》1994,11(4)

For many years, standards have been important considerations in the Federal government's policies for the use of information technology. The Computer Systems Laboratory (CSL) at the National Institute of Standards and Technology develops and issues technical standards that are used by the Federal government in its information technology systems. The new Federal initiative for the National Information Infrastructure (NII) and the National Performance Review (NPR) make information technology an agent for change and emphasize standards as a means for achieving connectivity of computer and telecommunications technologies and for easy access to information. The Federal government will be challenged to address the technical, organizational, and policy issues that affect the development of the standards needed for future information systems.  相似文献   

BEING AND BECOMING AN AUSTRALIAN: CLASSROOM DISCOURSE AND THE CONSTRUCTION OF IDENTITY     

Shirley Grundy 《Discourse: Studies in the Cultural Politics of Education》1994,15(1):16-31

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Communication,cognitive processing,and public knowledge about climate change     

Shirley S. Ho  Xiaodong Yang 《亚洲交流杂志》2018,28(5):449-467

This study advances the cognitive mediation model (CMM) by examining the factors behind acquiring knowledge about climate change. Based on a nationally representative survey of Singaporeans (N?=?1,083), this study supported the original CMM. The extended CMM showed that surveillance gratification was positively associated with traditional and online media attention, while social utility was positively associated with online media attention. While attentions to traditional and online media were positively associated with elaboration, online media attention was positively associated with selective scanning. Elaboration was positively associated with knowledge. Implications for theory and practice were discussed.  相似文献   

Early Childhood Education as Development: Critique of the Metaphor     

Shirley A. Kessler 《Early education and development》1991,2(2):137-152

The purpose of this paper is to analyze the recent call for developmentally appropriate practices from the perspective of the sociology of the curriculum. A brief examination of this orientation toward curriculum studies is presented in the first section of this paper. Next, a discussion of curriculum theory as metaphor is presented and used to evaluate early childhood education as development on the basis of ethics, as well as disclosure value. Finally, two alternative metaphors are suggested as possible lenses for viewing the content of the early childhood curriculum: early childhood education as caring and early childhood education as schooling for democracy. Early childhood educators are urged to consider the potential of these two metaphors as ways of orientating discourse about what should be taught in early childhood and primary school classrooms.  相似文献