Teaching religion,teaching truth: theoretical and empirical perspectives     

Robin Richardson 《British Journal of Religious Education》2013,35(3):354-356

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I. WHY INVESTIGATE MNEMONIC SELF‐REFERENCE EFFECTS IN PRESCHOOLERS?     

Josephine Ross  James R. Anderson  Robin N. Campbell 《Monographs of the Society for Research in Child Development》2011,76(3):1-16

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A Descriptive Analysis of Elite-Level Racquetball     

Alan W. Salmoni  Ken Sidney  Robin Michel  Jim Hiser  Kathy Langlotz 《Research quarterly for exercise and sport》2013,84(1):109-114

In this study, we used social cognitive career theory (Lent, Brown, &; Hackett, 1994) to examine the development of female athletes' career interest in coaching and, specifically, the impact of contextual factors (female coaching role models, working hours, and perceived discrimination) on coaching self-efficacy and outcome expectations. Participants were 205 predominantly White, heterosexual female student athletes. A path analysis indicated that role models and working hours predicted coaching self-efficacy, which predicted coaching outcome expectations. Additionally, coaching self-efficacy, coaching outcome expectations, and contextual factors predicted coaching interest. Practical implications are discussed as well as suggestions for further research in this relatively unexplored area.  相似文献   

The Impact of Research Training and Research Codes of Practice on Submission of Doctoral Degrees: An Exploratory Cohort Study     

Robin Humphrey  Neill Marshall  Laura Leonardo 《Higher Education Quarterly》2012,66(1):47-64

The paper examines the impact of the transformations in doctoral education in the arts, humanities and social sciences in the United Kingdom over the past decade. It focuses on the introduction of formal research training and codes of research practice and in the first longitudinal candidate cohort study examines their impact on doctoral outcomes, especially Ph.D. submission rates. Results from this quantitative study show that engagement with research training, completion of a project outline and plan and appointment of a supervisory team were statistically positively associated with submission of the thesis within four years. It is concluded that the professionalisation of doctoral education by research training and codes of research practice has had a positive impact on doctoral educational outcomes.  相似文献   

Reviews of Educational Films     

Robin Brenneman 《Multicultural Perspectives》2014,16(3):152-153

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“OK,I Get It! Now Tell Me How to Do It!”: Why We Can’t Just Tell You How to Do Critical Multicultural Education     

Robin DiAngelo  Özlem Sensoy 《Multicultural Perspectives》2013,15(2):97-102

As educators who work with preservice teachers on critical multicultural education, we often struggle with our students’ desire for us to provide them with the how-to’s of multicultural education—a kind of “answer list.” In this paper, we share the analogies we have developed and found effective in explaining to our students why the list that they imagine not only doesn’t guarantee success, but could actually result in undermining core principles of critical multicultural education.  相似文献   

Shirt sponsorship by gambling companies in the English and Scottish Premier Leagues: global reach and public health concerns     

Christopher Bunn  Robin Ireland  Jonathan Minton  Daniel Holman  Matthew Philpott  Stephanie Chambers 《Soccer & Society》2019,20(6):824-835

While the nature of gambling practices is contested, a strong evidence base demonstrates that gambling can become a serious disorder and have a range of detrimental effects for individuals, communities and societies. Over the last decade, football in the UK has become visibly entwined with gambling marketing. To explore this apparent trend, we tracked shirt sponsors in both the English and Scottish Premier Leagues since 1992 and found a pronounced increase in the presence of sponsorship by gambling companies. This increase occurred at the same time the Gambling Act 2005, which liberalized rules, was introduced. We argue that current levels of gambling sponsorship in UK football, and the global visibility it provides to gambling brands, is a public health concern that needs to be debated and addressed. We recommend that legislators revisit the relationship between football in the UK and the sponsorship it receives from the gambling industry.  相似文献   

Reviews of Educational Films     

Robin Brenneman 《Multicultural Perspectives》2016,18(1):33-34

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Helping with inquiries or helping with profits? The trials and tribulations of a technology of forensic reasoning     

Lawless CJ  Williams R 《Social studies of science》2010,40(5):731-755

The commercialization of forensic scientific provision in the UK over the last two decades has had a major role in shaping a changing epistemic identity for forensic scientists working within this jurisdiction. Efforts to match the presumed epistemological standards of the 'pure' sciences have been brought together with concerns about value for money in a new approach to the interpretation of evidence, an activity that lies at the heart of criminal investigative practice. A study of the Case Assessment and Interpretation method developed by members of the UK Forensic Science Service is used to show how a technical innovation in the delivery of forensic science services to the police has instantiated these two recent social processes.  相似文献   

The Effectiveness of an Initial Teacher Training Partnership in Preparing Students to Teach Art in the Primary School     

Linda Green  Robin Mitchell 《The International Journal of Art & Design Education》1998,17(3):245-254

Recent government reform of initial teacher education has increased teachers’ responsibility for training students in schools, bringing about some fundamental changes in the professional relationship between the schools, higher education institutions (HEIs), teachers and students. This paper reports on primary undergraduate student teachers’ and their class teachers’ perceptions of school-based training to teach art. Class teachers were interviewed about their preparedness to train students and questionnaires and interviews were used to gauge students’ views of the effectiveness of university-based courses and the support given to them by teachers. The findings indicate that teachers were able to support students in matters of classroom management and resources but that they were mostly unable to assist them in developing subject knowledge and understanding of art teaching and learning. This raises concerns about teachers’ subject knowledge and their confidence in training students. Our findings suggest that there is significant room for improvement in the partnership arrangements between schools and HEIs in order to better support students’ teaching of art.  相似文献