Navigating the good ol’ boys club: women,marginality, and communities of practice in a military non-profit organization     

Jamie L. Callahan  Lesley Tomaszewski 《Studies in Continuing Education》2013,35(3):259-276

Academic work is changing fast, as is the work of other professionals, because of challenges such as accountability and regulations frameworks and globalised academic markets. Such changes also have consequences for everyday academic practice and learning. This paper seeks to explore some of the ways in which academic work is changing by opening the ‘black-box’ of everyday academic work and examining the enactment of academics’ everyday learning. The paper draws on a study of everyday academic practice in the social sciences with respect to the institution, the department and the discipline. Assuming a sociomaterial sensibility, the study also sought to understand how academics’ learning is enacted in everyday work. Within three universities, fourteen academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and, where possible, connections and interactions were traced. The paper illuminates through two stories from the study how specific practices and meanings of disciplinary academic work are negotiated, configured and reconfigured within and beyond the department or meso-level, attending to resistance and rejection as well as accommodation and negotiation. The paper responds to educational concerns of professional (here, academic) learning by foregrounding both the assembling and reassembling of academic work and the enactment of learning.  相似文献   

Literacy Instruction for the 21st-Century Workplace     

Larry Mikulecky  Jamie R. Kirkley 《Peabody Journal of Education》2013,88(3-4):290-316

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Maturity-associated considerations for training load,injury risk,and physical performance in youth soccer: One size does not fit all     

Chris Towlson  Jamie Salter  Jack D. Ade  Kevin Enright  Liam D. Harper  Richard M. Page  James J. Malone 《运动与健康科学(英文)》2021,10(4):403

Biological maturation can be defined as the timing and tempo of progress to achieving a mature state. The estimation of age of peak height velocity (PHV) or percentage of final estimated adult stature attainment (%EASA) is typically used to inform the training process in young athletes. In youth soccer, maturity-related changes in anthropometric and physical fitness characteristics are diverse among individuals, particularly around PHV. During this time, players are also at an increased risk of sustaining an overuse or growth-related injury. As a result, the implementation of training interventions can be challenging. The purpose of this review was to (1) highlight and discuss many of the methods that can be used to estimate maturation in the applied setting and (2) discuss the implications of manipulating training load around PHV on physical development and injury risk. We have provided key stakeholders with a practical online tool for estimating player maturation status (^{Supplementary Maturity Estimation Tools}). Whilst estimating maturity using predictive equations is useful in guiding the training process, practitioners should be aware of its limitations. To increase the accuracy and usefulness of data, it is also vital that sports scientists implement reliable testing protocols at predetermined time-points.  相似文献   

Decreasing inappropriate vocalizations using classwide group contingencies and color wheel procedures: A component analysis     

Emily R. Kirk  Jennifer A. Becker  Christopher H. Skinner  Jamie Yarbrough Fearrington  Sara J. McCane‐Bowling  Christie Amburn  Elisa Luna  Corinne Greear 《Psychology in the schools》2010,47(9):931-943

Teacher referrals for consultation resulted in two independent teams collecting evidence that allowed for a treatment component evaluation of color wheel (CW) procedures and/or interdependent group‐oriented reward (IGOR) procedures on inappropriate vocalizations in one third‐ and one first‐grade classroom. Both studies involved the application of B‐C‐D‐C designs, with the initial B phase involving the application of independent group‐oriented punishment (IGOP) procedures that were applied in all classrooms at the respective schools and maintained across all phases of the studies. In Study I, the C phase involved that application of IGOP, IGOR, and CW; CW was withdrawn in the D phase and reinstated in the subsequent C phase. In Study II, IGOP procedures were supplemented with CW procedures (first C phase), then IGOR procedures were added (D phase) and withdrawn (second C phase). Results from the two studies converge and provide evidence that CW procedures are effective when applied with IGOP procedures and that supplementing them with IGOR procedures may have little classwide impact on inappropriate vocalizations. © 2010 Wiley Periodicals, Inc.  相似文献   

欧洲五大联赛     

Jamie 《英语辅导》2003,(6):29-29

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反义词     

吕霁 《英语辅导》2003,(7):37-37

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Cotton Island: Students’ Learning Motivation Using a Virtual World     

Jamie Wyss  Seung‐Eun Lee  Tanya Domina  Maureen MacGillivray 《Decision Sciences Journal of Innovative Education》2014,12(3):219-232

As technology advances, it is important for teachers to seamlessly integrate technology into their innovative teaching techniques. Using virtual worlds is one alternative to traditional teaching methods that can provide rich learning experiences. The purpose of this article is twofold: (a) to present Cotton Island, an avatar‐based 3‐D virtual learning environment in Second Life and (b) to evaluate students’ learning motivation in using Cotton Island as a learning tool. Cotton Island was designed with unique navigational features to provide access to rich resources and educational activities that improve students’ knowledge of cotton. Based on the ARCS (attention, relevance, confidence, and satisfaction) model, this study assesses students’ learning motivation when using Cotton Island as a learning tool, and whether students had a positive learning outcome consistent with the instructors’ goal of knowledge improvement. The results show that students had a positive experience in terms of learning motivation and knowledge improvement.  相似文献   

Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children     

Robert C. Pianta  Jamie DeCoster  Sonia Cabell  Margaret Burchinal  Bridget K. Hamre  Jason Downer  Jennifer LoCasale-Crouch  Amanda Williford  Carollee Howes 《Early childhood research quarterly》2014

The present study examined the pattern of associations over time between the quality of observed interactions and exposure to features of an effective coaching model for 170 preschool teachers enrolled in a study investigating professional development impacts. Using a treatment-on-the-treated approach, teachers exposed to a greater number of cycles of coaching showed more improvement in classroom interactions over the year. More specifically, of the two components of treatment examined, video exemplars and individual coaching prompts, exposure to prompts was associated with growth from baseline in instructionally supportive interactions while watching video exemplars was associated with growth in emotionally supportive behaviors in analysis of linear effects. Watching emotional support video exemplars was negatively associated with growth in classroom organization behaviors. The non-linear pattern of these associations suggested that the initial dosage of prompts created observable effects on instructional support, but after a certain point additional dosage was not effective. Conversely, initial dosage did not create observable effects on emotional support, but improvement was observed after exposure to a certain minimum dosage of time watching video exemplars. The results have implications for the design, delivery, and focus of professional development for early childhood educators.  相似文献   

Deconstructing Social Media: An Analysis of Twitter and Facebook Use in the Publishing Industry     

Jamie Criswell  Nick Canty 《Publishing Research Quarterly》2014,30(4):352-376

The article analyses the social media activity around two genre fiction titles published in the UK. The research is focused on the platforms Twitter and Facebook as they are the sites currently most used as marketing tools by the publishing industry. Over 10,000 social media posts were collected and categorised to create a timeline of social media activity for two case studies. The findings were then compared to sales data from Nielsen BookScan to give an understanding to the value of social media marketing in the publishing industry. The findings show that social media is most effective as a marketing platform when there is already an established community, allowing publishers to converse with readers. While social media is less effective at marketing new books written by debut authors with no existing readership, it is none the less an important tool in the marketing plan as it provides a platform to engage with readers around significant events.  相似文献   

From Prime-Time to Daytime: The Domestication of Ellen DeGeneres     

Jamie Skerski 《传播与批判/文化研究》2013,10(4):363-381

Ellen DeGeneres was celebrated. She was chastised. And then she was cancelled. Her current success makes it easy to forget how short-lived her lesbianism initially lasted on television (less than two years). Ironically, in the aftermath of Ellen's, demise we witnessed a profound increase in queer characters, themes, and programming as well as her own spectacular comeback. Moving beyond most academic consideration of Ellen DeGeneres’ initial emergence as lesbian celebrity, I highlight the cancellation of her sitcom as a particularly crucial moment for understanding the fierce multilayered disciplining of Ellen's public persona. Further, I consider the disparate discourses and entertainment journalism that articulated a public/private DeGeneres with her television character(s), working to shape her public persona in the interest of preserving prevailing cultural norms.  相似文献