The cathode ray oscillograph     

J.B. Johnson 《Journal of The Franklin Institute》1931,212(6):687-717

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Special education supervisors' perceptions of secondary LD programs: a comparison with LD teachers' views     

C K Houck  J B Engelhard  C H Geller 《Journal of learning disabilities》1990,23(5):320-324

Perceptions of secondary LD program supervisors were identified and compared with views of secondary LD teachers regarding the presence of specific program features, field-related issues, and suggestions for program improvement. Responses indicated that the supervisors were more positive and, in many cases, held significantly different views than LD teachers.  相似文献   

Adult suicide versus coping with nonverbal learning disorder     

B Kowalchuk  J D King 《Journal of learning disabilities》1989,22(3):177-179

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A new mechanical finger for the microscope     

J. Zentmayer 《Journal of The Franklin Institute》1870,89(5):334-336

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Lactate and phosphagen levels in muscle immediately after a maximum 300 m run at sea level     

J Karvonen  E Peltola  H N?veri  M H?rk?nen 《Research quarterly for exercise and sport》1990,61(1):108-110

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Editorial introduction     

P.J.S. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(3):253-256

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Sex differences in static strength and fatigability in three different muscle groups     

J E Misner  B H Massey  S B Going  M G Bemben  T E Ball 《Research quarterly for exercise and sport》1990,61(3):238-242

Maximal voluntary static muscle force production was assessed both in strength trials and during 2-min contractions by three muscle groups (right-hand finger flexors [RHF], right-leg extensors [RLE], and both leg extensors [BLE]) in young males (n = 13) and females (n = 14). There was a significant difference (p less than .01) between males and females for RHF strength and BLE strength but no significant difference between sexes for RLE strength. During the 2-min task, impulse (force x time) declined significantly (p less than .001) and there was a significant difference (p less than .001) between muscle groups, but there was no difference between sexes. There was a significant (p less than .05) sex x time interaction for the impulse values indicating that the fatigability was greater in males than females.  相似文献   

Community and the Spoken Word: A Seventeenth-Century Case     

Dale J. Schmitt 《Journal of American culture (Malden, Mass. : 2003)》1990,13(2):51-55

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Narrative accounts of US teachers' collaborative curriculum making in a physical education department     

JeongAe You  Cheryl J. Craig 《Sport, Education and Society》2015,20(4):501-526

Through the use of narrative inquiry, this research study explores the collaborative curriculum making experiences of six teachers (three males; three females) in one physical education (PE) department in an urban middle school in the U.S. Collaboration; as defined in this work, this has to do with teachers’ voluntary interactions and their shared decision making in support of common goals. Where curriculum making is concerned, it refers to interactions between and among the four commonplaces of curriculum (teacher, learner, subject matter, milieu). The paper features the perspectives of the department head (female), experienced teachers (male and female) and teachers new to the profession (male and female). The narrative accounts of the individual teachers are set against the backdrop of the PE department with which they identify and within the storied history of the school in which they work. The story constellations representational form conveys the interrelatedness of the narratives and instantiates the teachers’ experiences of collaborative curriculum making. In the final analysis, this research enterprise makes a major contribution to the study of PE as well as to education generally. To date, no inquiries have focused on the collaborative curriculum making of teachers lodged in a PE department in one school context, despite collaborative curriculum making most closely reflecting how PE teachers typically approach the teaching task due to shared classrooms/gymnasiums/fields and the communal use of equipment.  相似文献   

Explaining outsourcing in health,sport and physical education     

Benjamin J. Williams  Doune Macdonald 《Sport, Education and Society》2015,20(1):57-72

Outsourcing is a complex, controversial and pervasive practice that is increasingly becoming a matter of concern for educational researchers. This article contributes to this literature by examining outsourcing practices related to health, sport and physical education (HSPE). Specifically, it reports data on specialist health and physical education (HPE) teachers', principals' and external providers' reasons for participating in outsourcing arrangements. These data were obtained from a collective case study of six schools and the external providers that they outsourced HSPE to over a 12-month period, using semi-structured interviews and overt participant observations. The findings illustrate the ways in which the informants explained their outsourcing practices using a variety of educationally and organisationally oriented reasons. Educational value, human resources (e.g. expertise), physical resources (e.g. facilities) and symbolic resources (e.g. status) were reasons for outsourcing HSPE that were commonly cited by principals and specialist HPE teachers. Among external providers, educational value, income generation and promotion/advertising were frequently cited to explain their work with and for schools. These findings illustrate the ways in which outsourcing practices in HSPE articulate with, and are implicated in, broader educational privatisations. They also highlight the boundaries that outsourcing practices trouble or reinforce, such as those marking the purview of markets, membership of the HPE profession and the constitution of expertise.  相似文献