Music and the music industry     

Rachel Dunlop  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(26):27-43

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Aquaculture — towards the future     

James F Muir 《Endeavour》1985,9(1):52-55

Although the visionary aquatic worlds of the 1960s, in which vast sea-herds were to be reared for the good of mankind, are yet to be realised, aquaculture — the managed production of aquatic organisms — has been making steady and sometimes dramatic progress in recent years. That it has done so in spite of often shrinking resources is a tribute not only to the scientific advances and new technologies being evolved, but to the increasing skill in applying these in the right context. Present annual world aquaculture production of fin fish is estimated at 5 million tonnes, plus crutacea and edible algae.  相似文献   

SIX‐YEAR TRENDS IN INTEGRATION ATTITUDES OF DEEP‐SOUTH UNIVERSITY STUDENTS     

Donal E. Muir 《Equity & Excellence in Education》2013,46(1):21-28

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Dicing with death : there's a good chance that the pills your doctor prescribed will do you no good and might even harm you     

Muir H 《New scientist (1971)》2006,191(2562):38-41

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Up,close and personal: teachers' responses to an individualised professional learning opportunity     

Tracey Muir  Kim Beswick  John Williamson 《Asia-Pacific Journal of Teacher Education》2010,38(2):129-146

This paper provides an account of professional learning in action through documenting the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice, using video footage of each teacher's numeracy lessons. The results indicated that although it was a powerful medium for stimulating reflection, and the teachers indicated that it was a beneficial process, there was limited evidence to suggest that it resulted in substantial changes to their practices. Reasons for this are hypothesised and recommendations made for personalising professional learning to cater for the needs and context of individual teachers.  相似文献   

Developing the Coach Analysis and Intervention System (CAIS): establishing validity and reliability of a computerised systematic observation instrument   总被引：1，自引：1，他引：0  

Cushion C  Harvey S  Muir B  Nelson L 《Journal of sports sciences》2012,30(2):201-216

We outline the evolution of a computerised systematic observation tool and describe the process for establishing the validity and reliability of this new instrument. The Coach Analysis and Interventions System (CAIS) has 23 primary behaviours related to physical behaviour, feedback/reinforcement, instruction, verbal/non-verbal, questioning and management. The instrument also analyses secondary coach behaviour related to performance states, recipient, timing, content and questioning/silence. The CAIS is a multi-dimensional and multi-level mechanism able to provide detailed and contextualised data about specific coaching behaviours occurring in complex and nuanced coaching interventions and environments that can be applied to both practice sessions and competition.  相似文献   

School leaders’ identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes     

Tracey Muir  Sharyn Livy  Sandra Herbert  Rosemary Callingham 《The Australian Educational Researcher》2018,45(3):297-313

Since 2008, all Australian students in Years 3, 5, 7 and 9 have been assessed in literacy and numeracy through an annual National Assessment Program—Literacy and Numeracy (NAPLAN) test. In 2015, a team of mathematics education researchers across Australia conducted a nationwide research project to identify school practices and policies that were consistent between schools that showed growth and/or improvement in their NAPLAN numeracy results. This paper reports findings from three case study schools, using a school improvement framework to interpret evidence gathered from the schools’ principals and school leaders. The study has particular implications for policy makers and school leaders who may be seeking ways to improve mathematical practices in their own jurisdictions and schools.  相似文献   

Newborn infants orient to sounds.   总被引：1，自引：0，他引：1  

D Muir  J Field 《Child development》1979,50(2):431-436

In 2 experiments, the majority of 21 newborn infants who were maintained in an alert state consistently turned their heads toward a continuous sound source presented 90 degrees from midline. For most infants this orientation response was rather slow, taking median latencies of 2.5 sec to begin and 5.5 sec to end. The most important factors in producing this impressive response seem to be the method of holding the infants during testing and the nature of the auditory stimulus.  相似文献   

Infant Sensitivity to Adult Eye Direction   总被引：5，自引：0，他引：5  

S. M. J. Hains  D. W. Muir 《Child development》1996,67(5):1940-1951

Adult eye direction was manipulated while adults interacted with 3–6-month-olds over closed-circuit television (Experiment 1) or in person (Experiment 2). Infants received 4 1-min interaction periods. For experimental groups, adult eye contact was maintained during Periods 1 and 3, and averted during Periods 2 and 4 (by viewing infants on a television monitor to maintain contingency). Control infants received eye contact during all periods. Experimental infants' smiling declined whenever adults looked away; their visual attention simply decreased across periods. Control infants showed little change in gaze or smiling across periods. The implications of these results for Baron-Cohen's model of infant theory of mind and Morton and Johnson's 2-process theory of infant face perception are discussed.  相似文献   

Correlates of formal reasoning: Content and problem effects     

Marcia C. Linn  Steven Pulos  Adrienne Gans 《科学教学研究杂志》1981,18(5):435-447

Piaget's structural theory of formal thought suggests that a general construct of formal reasoning exists. The content of the task and type of problem employed are often ignored in Piagetian based studies but are important for generalizing findings to other studies and to educational problems. The study reported here examines content and problem effects of formal thought in 13-year-old adolescents. Specifically, three controlling variables tasks with different content and two question type tests (analysis and controlling questions) were administered to 120 seventh graders. Ability measures and personality dimensions associated with formal reasoning in the literature are used to clarify what formal reasoning is and how content and problem type are involved in formal reasoning. Significant main effects were found for problem and content effects (p = 0.001), and a significant interaction was found between the two (p = 0.001). Across the three tasks general ability, field dependency, and locus of control were consistently and significantly related to the controlling questions. However, only measures of field dependency were related to the analysis questions. Combinations of ability and personality factors were found to be uniquely related to each task, within each question type. Results have implications for a theory of formal thought and the teaching of the controlling variables strategy.  相似文献