How to deal with complex technology and its unexpected effects?     

Tom Børsen 《Metascience》2017,26(3):421-424

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Education Is Ecstasy: A Fanciful Excursion Into Time     

Tom Miller 《Clearing house (Menasha, Wis.)》2013,86(7):316-318

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A review of tennis racket performance parameters     

Tom Allen  Simon Choppin  Duane Knudson 《Sports Engineering》2016,19(1):1-11

The application of advanced engineering to tennis racket design has influenced the nature of the sport. As a result, the International Tennis Federation has established rules to limit performance, with the aim of protecting the nature of the game. This paper illustrates how changes to the racket affect the player-racket system. The review integrates engineering and biomechanical issues related to tennis racket performance, covering the biomechanical characteristics of tennis strokes, tennis racket performance, the effect of racket parameters on ball rebound and biomechanical interactions. Racket properties influence the rebound of the ball. Ball rebound speed increases with frame stiffness and as string tension decreases. Reducing inter-string contacting forces increases rebound topspin. Historical trends and predictive modelling indicate swingweights of around 0.030–0.035 kg/m² are best for high ball speed and accuracy. To fully understand the effect of their design changes, engineers should use impact conditions in their experiments, or models, which reflect those of actual tennis strokes. Sports engineers, therefore, benefit from working closely with biomechanists to ensure realistic impact conditions.  相似文献   

Objectivity as standardization in data-scientific education policy,technology and governance     

Ben Williamson  Nelli Piattoeva 《Learning, Media and Technology》2019,44(1):64-76

ABSTRACT

New data-driven technologies appear to promise a new era of accuracy and objectivity in scientifically-informed educational policy and governance. The data-scientific objectivity sought by education policy, however, is the result of practices of standardization and quantification deployed to settle controversies about the definition and measurement of human qualities by rendering them as categories and numbers. Focusing on the emerging policy agenda of ‘social and emotional learning and skills,’ this paper examines the practices of ‘objectivity-making’ underpinning this new field. Objectivity-making depends on three translations of (1) scientific expertise into standardized and enumerable definitions, (2) standardization into measurement technologies, and (3) the data produced through measurement technologies into objective policy-relevant knowledge, which consolidates a market in SEL technologies. The paper sheds light on knowledge-making practices in the era of big data and policy science, and their enduring reliance on the precarious construction of objectivity as a key legitimator of policy-relevant scientific knowledge and ‘evidence-based’ education governance.  相似文献   

The development of higher education in the UK since 1945     

Tom Bourner 《Action Learning: Research and Practice》2011,8(3):285-289

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Learning to make meaning without making “sense”     

Tom Reinartz  Brad Hokanson 《TechTrends》2001,45(4):28-30

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The effect of adaptivity on the reliability coefficient in adaptive comparative judgement     

Tom Bramley  Sylvia Vitello 《Assessment in Education: Principles, Policy & Practice》2019,26(1):43-58

Comparative Judgement (CJ) is an increasingly widely investigated method in assessment for creating a scale, for example of the quality of essays. One area that has attracted attention in CJ studies is the optimisation of the selection of pairs of objects for judgement. One approach is known as adaptive comparative judgement (ACJ). It has been claimed in the literature that ACJ produces very high reliability, often higher than can be obtained by conventional marking. Bramley showed by simulation that adaptivity can substantially inflate the apparent reliability in ACJ. The empirical study described here compared an adaptive with a non-adaptive CJ study using GCSE English essays. An all-play-all set of comparisons of a subset of the essays allowed the extent of scale inflation to be quantified: the reported adaptive reliability was 0.97 whereas the deflated value was 0.84. The value from the non-adaptive study was 0.72. However, the scale from the non-adaptive study correlated slightly higher with external variables, suggesting the non-adaptive study was no less valid than the adaptive one.  相似文献   

Just Holding the Line? Education policies to combat poverty     

Bill Williamson 《British Journal of Sociology of Education》1991,12(3):397-401

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Books and articles of academic interest     

Antonio Gómez Skarmeta  Pedro García López  Jesús Egea Payá  José Meseguer Navarro  Tomás Jiménez García 《Academic Questions》1994,8(1):91-92

Books and articles of academic interest  相似文献   

Transforming engagement: a case study of building intrinsic motivation in a child with autism          下载免费PDF全文

Jackie Dearden  Anne Emerson  Tom Lewis  Rebecca Papp 《British Journal of Special Education》2017,44(1):8-25

This longitudinal case study of a 10‐year‐old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different ‘states’ demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described.  相似文献