The address file: a computerized order system     

Lorna Summers 《Learned Publishing》1988,1(1):23-27

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Helping new science teachers with phone assistance for teachers of science (PATS)     

Dr. Lloyd H. Barrow 《Journal of Science Teacher Education》1995,6(4):197-201

This material is based upon work supported in part by a grant from the Southwestern Bell (SBC) Foundation. Any opinions, findings, conclusions, and/or recommendations expressed in this article are those of the author and do not necessarily reflect those of the SBC Foundation.  相似文献   

Moral education: the need for clearer thinking     

Robin Barrow 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(1-3):243-246

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'Include me out': a response to John Wilson     

Robin Barrow 《欧洲特需教育杂志》2013,28(3):305-307

Complex cultural and historical forces are often neglected when the development of inclusive education in international comparative research projects are discussed. The purpose of this study was to analyse teachers’ attitudes towards inclusive education by examining the ways in which cultural-historical factors in South Africa and Finland may impact on teachers’ attitudes. Data collection methods included the analysis of education policy documents and other relevant documents in countries, an open-ended question on teachers’ own definition of inclusive education and the results of the initial study on teachers’ attitudes to and concerns about inclusive education. A sample of 310 South African and 833 Finnish primary and secondary education teachers in mainstream and special education settings took part. An analysis of the data within a cultural-historical framework indicated that each country’s historical commitment to inclusive education and its attendant legacies about diversity in education have clearly mediated teachers’ views in both countries. As a result, we have been able to develop a deeper understanding of the complex local conditions, and the similarities and differences across national contexts in which inclusive education is implemented that could benefit both countries.  相似文献   

Changing mechanisms of governmentality? Academic development in New Zealand and student evaluations of teaching     

M. Barrow  B. M. Grant 《Higher Education》2016,72(5):589-601

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Hesperides     

Lorna Beers Chambers 《The Educational forum》2013,77(3)

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Wild Pedagogies: touchstones for re-negotiating education and the environment in the Anthropocene     

Giles Barrow 《Pastoral Care in Education》2019,37(1):87-89

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Characteristics and Levels of Sophistication: An Analysis of Chemistry Students’ Ability to Think with Mental Models     

Chia-Yu Wang  Lloyd H. Barrow 《Research in Science Education》2011,41(4):561-586

This study employed a case-study approach to reveal how an ability to think with mental models contributes to differences in students’ understanding of molecular geometry and polarity. We were interested in characterizing features and levels of sophistication regarding first-year university chemistry learners’ mental modeling behaviors while the learners were solving problems associated with spatial information. To serve this purpose, we conducted case studies on nine students who were sampled from high-scoring, moderate-scoring, and low-scoring students. Our findings point to five characteristics of mental modeling ability that distinguish students in the high-, moderate-, and low-ability groups from one another. Although the levels of mental modeling abilities have been described in categories (high, moderate, and low), they can be thought of as a continuum with the low-ability group reflecting students who have very limited ability to generate and use mental models whereas students in the high-ability group not only construct and use mental models as a thinking tool, but also analyze the problems to be solved, evaluate their mental models, and oversee entire mental modeling processes. Cross-case comparisons for students with different levels of mental modeling ability indicate that experiences of generating and manipulating a mental model based on imposed propositions are crucial for a learner’s efforts to incorporate content knowledge with visual-spatial thinking skills. This paper summarizes potential factors that undermine learners’ comprehension of molecular geometry and polarity and that influence mastery of this mental modeling ability.  相似文献   

支持开放教育资源项目的方法     

约翰·罗比森  希拉·麦克尼尔  菲尔·巴克  洛娜·坎贝尔  袁莉 《开放教育研究》2010,16(4):52-58

本文考察了英国教育技术互用性标准中心（CETIS）通过支持国家项目（即英国联合信息系统委员会（JISC）和高等教育委员会的英国开放教育资源试点项目,详见http：／／www．jisc．ae．uk／oer）,以促进发布开放教育资源方面的经验,并探索了如何让我们的支持模式对其他相关项目有所启发,并能改编用于鼓励开放课件运动的可持续性技术支持网络。作为一个涵盖英国众多大学的国家层面的创新举措,众多开放教育资源提供者参与了英国开放教育资源（UKOER）,这包括个别教育者、学科联合体和机构。考虑到这种多样性,从一开始我们就意识到没有任何一种技术解决方案能适合所有的项目。因此,也没有委托专门的工具、描述性标准、交流或分发机制（除要求所有制作的资源应该放在国家学习资源库中外,详见http：／／jorum．ae．uk）。为了支持这一项目,我们引导采取不同的方法和形成不同的社群,也许在支持发布开放教育资源方面,任何类似的跨机构创新都将会面临相似的问题。我们的项目支持方法已从具体的细节问题发展到提供基本的支持原则,从而预测其他问题,并推动最佳实践。我们的做法是：通过会议上的技术汇报和讨论机会,以及在博客上发帖,激发讨论;通过技术评论讨论,并记录针对这些公布在网上的讨论的总结性内容,从而调查个别项目的技术选择;针对通过以上方式所发现的问题,以及项目博客上凸显的问题,做出相应的反馈。考虑到如何使这一方法在更广泛的范围内应用,我们也反思了这种公开的工作模式所面临的挑战、这一方法的开支、适应性,以及我们所认为的其在支持开放教育资源管理和传播方面所扮演的角色。  相似文献   

The influence of short-term fixture congestion on position specific match running performance and external loading patterns in English professional soccer     

Ross Nicholas Jones  Matt Greig  Youl Mawéné  James Barrow 《Journal of sports sciences》2019,37(12):1338-1346

The aim of the current study was to investigate positional specific physical performance and external load responses to short term fixture congestion in English professional soccer. A total of 515 match observations were categorised as G1: the first game in a week with >4 days following a previous game, G2: the second game in a week played <4 days since G1, and G3: the third game in a week played with <4 days between each of the previous games. Global positioning system and accelerometer-based metrics were partitioned into fifteen-minute epochs. These data were then analysed using a linear mixed model to assess both the within and between game positional differences. Total, low-intensity (<4.0 m·s^?1), medium-intensity (MID; 4.0–5.5 m·s^?1), and sprint distance (>7.0 m·s^?1) were significantly different across games. No between game positional differences were identified; however, within match position specific differences were observed for measures of MID and HID. No significant differences were evident for accelerometer derived metrics between games or across positions. The current data suggests that the use of fifteen minute within game epochs enables the detection of alterations in physical output during congested schedules. The observed within game positional differences has implications for player specific conditioning and squad rotation strategies.  相似文献