The Grade W: Why Students Drop Their Classes     

Robert F. Daly  Harold H. Bateman 《Community College Journal of Research & Practice》2013,37(4):353-366

Abstract

This study reports reasons given by community college students as to why they drop their classes and totally withdraw from college. In addition, the report gives findings as to whether or not students have a propensity for adding another class after they drop a class, and relates students' reasons for dropping a class to several student characteristics. Analysis of the data reveals that a majority of students drop classes for reasons not related to the college's instructional program.  相似文献   

Personal autonomy in the travel panopticon     

Eamon Daly 《Ethics and Information Technology》2010,12(2):97-108

I argue in this paper that the development and convergence of information and communication technologies (ICT) is creating a global network of surveillance capabilities which affect the traveler. These surveillance capabilities are reminiscent of 18th century philosopher Jeremy Bentham’s panopticon, and as such the emerging global surveillance network has been referred to as the travel panopticon. I argue that the travel panopticon is corrosive of personal autonomy, and in doing so I describe and analyse various philosophical approaches to personal autonomy.  相似文献   

EXAMINATION OF A ONE‐TRIAL BRIEF EXPERIMENTAL ANALYSIS TO IDENTIFY READING FLUENCY INTERVENTIONS     

Melissa N. Andersen  Edward J. Daly III  Nicholas D. Young 《Psychology in the schools》2013,50(4):403-414

This study sought to evaluate whether a one‐trial brief experimental analysis (OTBEA) would reliably and validly identify effective treatments to improve oral reading fluency for 6 elementary school students referred for reading problems. An OTBEA was conducted with each participant to assess the effects of skill‐ and performance‐based treatment components. Following the OTBEA, an extended analysis was conducted using an alternating treatments design to experimentally assess whether predictions generated by the OTBEA would be accurate across sessions, time, and stimulus materials. OTBEA results suggested that 3 participants required a treatment package containing both performance‐based and skill‐based instructional components and that the other 3 participants might only need performance‐based interventions. Results indicate that predictions were accurate for those participants requiring both types of intervention components, but that predictions for the remaining participants met with mixed results in the extended analysis. Results are discussed in terms of further refining brief experimental analysis methods to make them more efficient for educators while ensuring valid results.  相似文献   

Muscle force adaptation to changes in upper body position during seated sprint cycling     

Rodrigo Rico Bini  Luke Daly  Michael Kingsley 《Journal of sports sciences》2013,31(19):2270-2278

ABSTRACT

Sprint cycling performance depends upon the balance between muscle and drag forces. This study assessed the influence of upper body position on muscle forces and aerodynamics during seated sprint cycling. Thirteen competitive cyclists attended two sessions. The first session was used to determine handlebar positions to achieve pre-determined hip flexion angles (70–110° in 10° increments) using dynamic bicycle fitting. In the second session, full body kinematics and pedal forces were recorded throughout 2x6-s seated sprints at the pre-determined handlebar positions, and frontal plane images were used to determine the projected frontal area. Leg work, joint work, muscle forces and frontal area were compared at three upper body positions, being optimum (maximum leg work), optimal+10° and optimal-10° of hip flexion. Larger hip (p = 0.01–0.02) and reduced knee (p = 0.02–0.03) contribution to leg work were observed at the optimal+10° position without changes at the ankle joint (p = 0.39). No differences were observed in peak muscle forces across the three body positions (p = 0.06–0.48). Frontal area was reduced at optimum+10° of hip flexion when compared to optimum (p = 0.02) and optimum-10° (p < 0.01). These findings suggest that large changes in upper body position can influence aerodynamics and alter contributions from the knee and hip joints, without influencing peak muscle forces.  相似文献   

A comparison of the intra-cyclic velocity variation in breaststroke swimmers with flat and undulating styles     

Veronique Colman  Ulrik Persyn  Daniel Daly  Valere Stijnen 《Journal of sports sciences》2013,31(7):653-665

The aim of this study was to establish differences in intra-cyclic horizontal velocity variation of the body's centre of mass in breaststroke swimmers with flat and undulating styles. Vertical eel-like body waving and trunk rotations were measured to distinguish styles. To reconstruct trunk extension and kyphosis in the poorly visible zone close to the water surface, a semi-automated video-analysis system was developed. From 45 internationallevel swimmers examined, two groups of women and two groups of men were identified, those using the most undulating and those using the flattest styles. Among the men with the flattest style, the maximum and minimum horizontal velocity of the body's centre of mass differed by 76% from the mean swimming velocity; among the women with the most undulating style, the figure was 53%. In the most undulating style, less horizontal velocity variation of the body's centre of mass could be explained by movements of the body parts above the water surface, creating a transfer of momentum: a quick backward upper trunk rotation generates resistance and a quick forward shoulder girdle and upper arm movement, followed by a quick forward upper trunk and head rotation, generates propulsion. In addition, during an upward leg kick, some swimmers generated propulsion similar to that seen in eels.  相似文献   

BOOK REVIEW     

Peter Daly  John Ainley 《School Effectiveness & School Improvement》2013,24(1):131-143

Critical reviews from “outside”, notably educational sociologists arguing mainly from a British context, have caused some ripples, and maybe even waves, among school effectiveness researchers. To a large extent these external criticisms and the overall nature of the response from school effectiveness researchers are neatly summarized in the following quote from Townsend: “be like us”, say the critics, and the answer is “no thanks”. In this article the arguments form the “external” critics and the response from school effectiveness researchers will not be repeated. Some of the topics in the debate will be revisited, however. The first one is the discussion with respect to the impact of “contextual” or composition effects concerning the average socioeconomic background of students in schools and classrooms. This is one area, that bears upon the foundations of the school effectiveness concept, although it is not, as the critics would have it, a neglected area. The second one concerns conceptualization and theoretical explanation of school effectiveness, as the debate may not have been sufficiently explicit on this issue. The rest of the paper deals with “foundational” issues in school effectiveness research that have not been settled decisively and with changes in perspectives on learning and instruction and educational technology that provide serious challenges. On these issues there is reason for self-criticism and realism in the way school effectiveness research can make progress.  相似文献   

Reading Boys     

Caroline Daly 《Changing English: An International Journal of English Teaching》1999,6(1):7-17

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Whose World? Ideological struggle in teachers’ and pupils’ experience of literary texts     

Caroline Daly 《Changing English: An International Journal of English Teaching》1996,3(2):177-187

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Children's distributive justice judgments: aversive racism in Euro-American children?     

McGillicuddy-De Lisi AV  Daly M  Neal A 《Child development》2006,77(4):1063-1080

Euro-American 2nd- and 4th-grade children (Ms=7.67 and 9.82 years) heard stories about Black and White characters who produced artwork yielding a windfall reward. Children allocated rewards to characters, justified their allocations, and judged the fairness of patterns representing different justice principles. Older children allocated more money to Black than White productive characters and to White than Black needy characters, consistent with predictions from aversive racism theory. Rationales most often relied on equality principles; older children gave more equity-based justifications for Black than for White characters. Fairness ratings of patterns representing 4 justice principles revealed effects for age and character race. Implications for understanding the developmental course of moral judgments as they apply to racial differences are discussed.  相似文献   

A bridge between worlds: understanding network structure to understand change strategy     

Alan J. Daly  Kara S. Finnigan 《Journal of Educational Change》2010,11(2):111-138

A number of scholars are exploring district and site relations in organizational change efforts in the larger policy context of No Child Left Behind. These studies suggest the importance of the central office as a support to the work of reform and offer strategies for building relations between district offices and sites in order to implement and sustain change efforts. What is frequently overlooked in these studies is that organizational change efforts are often socially constructed. Therefore, examining the underlying social networks may provide insight into structures that support or constrain efforts at change. This exploratory case study uses social network analysis and interviews to examine the communication and knowledge network structures of central office and site leaders in an ‘in need of improvement’ district facing sanctions under No Child Left Behind. Findings indicate sparse ties among and between school site and central office administrators, as well as a centralized network structure that may constrain the exchange of complex information and ultimately inhibit efforts at change.  相似文献