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41.
Lawrence Angus 《教育政策杂志》2013,28(1):23-41
The tendency in education writing on globalization has been to examine the congruence of educational policies in western societies and the international effects of global governance of education by powerful transnational institutions such as the Organization for Economic Cooperation and Development and the European Union. The authors tend to identify massive changes in approaches to educational governance, including the establishment of a broadly common policy and management agenda that is characterized by ‘new managerialism’, devolution, and rigid accountability structures, entrepreneurialism, and school effectiveness, that have been imposed largely as a result of globalization. These measures are often seen as being directly related to the ‘hollowing out’ of the state, and the emergence of neo‐liberalism as the informing ideology of both international capitalism and residual nation‐states. There are few studies, however, of the dynamics of educational life and micro‐political activities that enable or challenge or bring about the kinds of educational reshaping and renorming that are typically associated with globalization. This study attempts to analyse such micro‐shaping, which, through reporting an ethnographic study in a site of educational practice, examines how school managers and teachers dealt with government policy intervention and, in the process, both willingly and unwillingly implemented significant educational change. 相似文献
42.
Lawrence Angus 《教育政策杂志》2013,28(2):231-251
Three decades of neo-liberal education in western countries, particularly English-speaking countries, have not served most children well. The evidence is mounting that the neo-liberal experiment has been a failure on many grounds, not least because of its deprofessionalizing effect on teachers. The disciplinary effects of neo-liberal policy frameworks on education remain powerful, but there are numerous teachers and schools who have resisted the regime of managerialism and accountability. This paper celebrates such activists. It argues that the internal focus on the delivery of instruction and test-taking inside schools ignores the point that the major influences on the school performance of children exist outside rather than inside the school. The paper argues that young people who have been ‘othered’ and put at a disadvantage by the neo-liberal education system deserve to be treated in a more dignified, engaged and respectful manner than seems to be the case within the ideology of accountability and top-down managerialism. 相似文献
43.
Asynchrony is a theoretical construct that views the intellectually gifted child as inherently vulnerable because of disparities arising from the mismatch between his or her chronological age and mental age. Such disparities, for example, between wanting to belong but being intellectually out of step with peers, are said to give rise to a psychological experience of discomfort or tension and to impact upon developing self-concept. Though the theory has been little subjected to empirical research, it does bear strong similarities to the well-established, but broader-based, psychological theory of cognitive dissonance. This article develops a model of asynchrony as a particular case of cognitive dissonance. As such, it may assist understanding of some children’s experiences of giftedness, though more research is needed to examine this theory. 相似文献
44.
Rugby union is a sport governed by the impacts of high force and high frequency. Analysis of physiological markers following a game can provide an understanding of the physiological response of an individual and the time course changes in response to recovery.
Urine and saliva were collected from 11 elite amateur rugby players 24 h before, immediately after, and at 17, 25, 38, 62 and 86 h post-game. Myoglobin, salivary immunoglobulin A and cortisol were analysed by ELISA, whereas neopterin and total neopterin were analysed by high-performance liquid chromatography.
There was a significant post-game increase of all four markers. The increases were cortisol 4-fold, myoglobin 2.85-fold, neopterin 1.75-fold and total neopterin 2.3-fold when corrected with specific gravity. All significant changes occurred post-game only, with markers returning to and remaining at baseline within 17 h.
The intensity of the game caused significant changes in key physiological markers of stress. They provide an understanding of the stress experienced during a single game of rugby and the time course changes associated with player recovery. Neopterin provides a new marker of detecting an acute inflammatory response in physical exercise, while specific gravity should be considered for urine volume correction post-exercise. 相似文献
45.
Vitor Teixeira Ana Correia Elisa Monteiro Angus C.H. Kuok Chris Forlin 《International Journal of Inclusive Education》2018,22(9):1014-1032
In Macao, the government has initiated a debate regarding revisions in the Decree Law in order to promote a more inclusive schooling system. In this Special Administrative Region of China, inclusive education is one of three possible types of special education that are likely be legislated in the future. The way the teachers perceive the different aspects related to inclusive education, namely the principles, concepts and law, is essential for its full implementation. The aim of this study is to understand teachers’ perceptions about the proposed amendments in the consultation document for changes in the special education regime. In particular, we focus on teachers’ acceptance of the recommended role of parents, the proposed placement models and expectations for teacher training. A mixed-methods approach with a survey of a sample of 500 teachers in private schools and interviews to a sub-sample of 20 provide the data. While agreeing in principle with the majority of the proposed changes in the Decree Law, there were several reservations made by the teachers, especially regarding the extent of parental choice, placement decisions and teacher training. Recommendations to continue the pathway for a more inclusive education system in Macao and for further research are made. 相似文献
46.
Christopher Joyce Angus Burnett Jodie Cochrane Alvaro Reyes 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(1):61-75
It is unknown whether skilled golfers will modify their kinematics when using drivers of different shaft properties. This study aimed to firstly determine if golf swing kinematics and swing parameters and related launch conditions differed when using modified drivers, then secondly, determine which kinematics were associated with clubhead speed. Twenty high level amateur male golfers (M ± SD: handicap = 1.9 ± 1.9 score) had their three-dimensional (3D) trunk and wrist kinematics collected for two driver trials. Swing parameters and related launch conditions were collected using a launch monitor. A one-way repeated measures ANOVA revealed significant (p ≤ 0.003) between driver differences; specifically, faster trunk axial rotation velocity and an early wrist release for the low kick point driver. Launch angle was shown to be 2° lower for the high kick point driver. Regression models for both drivers explained a significant amount of variance (60–67%) in clubhead speed. Wrist kinematics were most associated with clubhead speed, indicating the importance of the wrists in producing clubhead speed regardless of driver shaft properties. 相似文献
47.
Joyce C Burnett A Ball K 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(3):206-221
It is believed that increasing the X-factor (movement of the shoulders relative to the hips) during the golf swing can increase ball velocity at impact. Increasing the X-factor may also increase the risk of low back pain. The aim of this study was to provide recommendations for the three-dimensional (3D) measurement of the X-factor and lower trunk movement during the golf swing. This three-part validation study involved; (1) developing and validating models and related algorithms (2) comparing 3D data obtained during static positions representative of the golf swing to visual estimates and (3) comparing 3D data obtained during dynamic golf swings to images gained from high-speed video. Of particular interest were issues related to sequence dependency. After models and algorithms were validated, results from parts two and three of the study supported the conclusion that a lateral bending/flexion-extension/axial rotation (ZYX) order of rotation was deemed to be the most suitable Cardanic sequence to use in the assessment of the X-factor and lower trunk movement in the golf swing. The findings of this study have relevance for further research examining the X-factor its relationship to club head speed and lower trunk movement and low back pain in golf. 相似文献
48.
Professor Barnard Hewitt Cary F. Jacob Raymond H. Barnard William Angus Dayton D. McKean Theodore G. Ehrsam 《Quarterly Journal of Speech》2013,99(3):484-488
Sound, A Textbook. By Arthur Tabor Jones. New York: D. Van Nostrand Company, Inc., 1937; pp. xi + 450. $3.75. How to Win Friends and Influence People. By Dale Carnegie. New York: Simon and Schuster, 1936; pp. vii + 341. $2.00. Actor in the Making. By William H. Bridge. Boston: Expression Company, 1936; pp. 115. Public Discussion and Debate. (Revised Edition.) By A. Craig Baird. Boston: Ginn and Company, 1937; pp. iv + 400. $2.00. Seeing and Hearing America. By Vida Ravenscroft Sutton. Boston: Expression Company, 1936; pp. 111. $1.75. How to Improve Your Voice; Modern Theory and Practice for Singers and Speakers. By Gregory Krasnoff. New York: The Dial Press, 1936; pp. vii‐x + 181. $2.25. Dos and Don'ts of Radio Writing. By Ralph Rogers. Boston: Associated Radio Writers, Inc., 1937; pp. 104. $1.00. How to Speak in Public: a Natural Method. By Frank Home Kirkpatrick. Garden City, New York: Doubleday, Doran, 1937; pp. v‐xxiii + 199. $1.75. Tournament Plays. Thirteen hitherto unpublished one‐act plays. New York: Samuel French, 1937; pp. 232. $1.50. A History of Modern Colloquial English, 3rd ed. By Henry Cecil Wyld. New York: E. P. Dutton &; Co., 1937; pp. xviii + 433. $3.00. 20,000 Words Often Mispronounced. By W. H. P. Phyfe. New edition compiled by Fred A. Sweet and Maud D. Williams. New York: G. P. Putnam's Sons, 1937; pp. xvii + 791. $2.00. You Don't Say! By Alfred H. Holt. New York: Thomas Y. Crowell Co., 1937; pp. xvii + 165. $1.50. The Call of the Dead (Totenmal). By Albert Talhoff. Boston: Expression Company, n.d.; pp. 25. Simplified Lip Reading. New York: Supplementary School for Lip Reading and Speech Correction, 1937; pp. 80. $1.50. Practical Methods in Choral Speaking. By Marguerite E. DeWitt and Others. Boston: Expression Company, 1936; pp. 253. European and Asiatic Plays. Edited by Joseph Richard Taylor. Boston: Expression Co., 1936; pp. 730 + x. Pitch and Intensity Characteristics of Stage Speech. By Milton Cowan. Iowa City: Supplement to Archives of Speech, 1936; pp. 92. An American Phonetic Reader. By Sarah T. Barrows and Alta B. Hall. Boston: Expression Co., 1936; pp. xvi + 58. $1.25. An English Pronouncing Dictionary, 4th ed. By Daniel Jones. New York: E. P. Dutton &; Co., 1937; pp. xxviii + 495. $2.00. Animal Marionettes, Handbook X. By Paul McPharlin. Birmingham, Michigan: Puppetry Imprints, 1937; pp. 31. $1.50. Puppetry, 1936. Edited by Paul McPharlin, Birmingham, Michigan: Puppetry Imprints, 1936; pp. 158. $2.50. Speech Composition. By William Norwood Brigance. New York: F. S. Crofts and Co., 1937; pp. 385. $2.25. Day by Day with American Playwrights. Compiled and edited with an introduction by Irene Childrey Hoch. Visalia, California: Published by the author, 1936; pp. 84. $1.00. Catholic Evidence Training Outlines. (Third Edition, revised and enlarged.) Compiled by Maisie Ward and F. J. Sheed. New York: Sheed and Ward, 1935; pp. 330. $1.50. Reading for Skill. By Angela M. Broening, Frederick H. Law, Mary S. Wilkinson, and Caroline L. Ziegler. New York: Noble and Noble, 1936; pp. xiii + 399. $1.30. A Guide to Pronunciation. By Paul W. Carhart. Entirely rewritten by John S. Kenyon. Springfield: The G. &; C. Merriam Co., 1934. Webster's Collegiate Dictionary, fifth edition. Springfield: The G. &; C. Merriam Co., 1936; pp. xxvi + 1274. Poetry Arranged for the Speaking Choir. By Marion Parsons Robinson and Rozetta Lura Thurston. Boston: Expression Co., 1936; pp. 405. $2.50. Psychometric Methods. By J. P. Guilford. New York: McGraw‐Hill Book Co., 1936; pp. xvi + 566. $4.50. One Hundred New Declamations. Compiled and edited by Lestee C. Boone. New York: Noble and Noble, Inc., 1936; pp. xxxiii + 434. $2.50. Film and Theatre. By Allandyce Nicoll. New York: Thomas Y. Crowell Company, 1936; pp. ix + 255. $2.50. Principles of Shakespearean Production. By G. Wilson Knight. New York: The Macmillan Company, 1936; pp. 246. $3.50. Modern Rules of Parliamentary Procedure. By Robert D. Leigh. New York: W. W. Norton and Co., 1937; pp. 106. $1.00. Scenery Then and Now. By Donald Oenslager, New York: W. W. Norton Co., 1936; pp. 265. $5.00. Stage Management for the Amateur Theatre. By William Perdue Halstead. New York: F. S. Crofts &; Co., 1937; pp. xviii + 265. $2.50. Let's Give A Play. By Gertrude Smith Buckland. New York: Thomas Y. Crowell Co., 1937; pp. 197. $1.50. Adult Education. By Lyman Bryson. New York: The American Book Co., 1936; pp. 208. 相似文献
49.
Angus Alton Alf Massey 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):105-109
General Certificate of Secondary Education (GCSE) examinations are taken by almost all pupils in England, Wales and Northern Ireland at age 16 years. General Certificate of Education Advanced level (GCE A‐level) examinations are normally taken by relatively able students at age 18. The effect of month of birth on attainment in these public examinations is investigated through a database which brings together the 1991 GCSE results and the 1993 GCE A‐level results of all candidates born between September 1974 and August 1975. Older pupils perform best at GCSE but not at GCE A‐level. Selection effects on entry to A‐level courses appear to explain why this is the case. 相似文献
50.
AbstractThe aim of this study was to investigate the convergent and predictive validity of two skill tests that examine the ability of golfers to hit accurate approach-iron shots. Twenty-four high-level golfers (handicap = 2.6 ± 1.7) performed the Nine-Ball Skills Test (assesses the ability to shape/control ball trajectory with high accuracy) and the Approach-Iron Skill Test (assesses the ability to hit straight shots from varying distances with high accuracy). Participants then completed at least eight rounds of tournament golf over the following 90 days and reported an indicator of approach-iron accuracy (per cent error index). A moderate correlation (r = 0.50, P < 0.05) was noted between scores for both tests. Generalised estimating equations, using two covariates (lie of the ball and distance to hole), were used to determine model fit and the amount of variance explained for tournament per cent error index. Results showed that the Approach-Iron Skill Test was the slightly stronger predictor of on-course per cent error index. With both test scores considered together, a minimal amount of additional variance was explained. These findings suggest that either of the tests used individually or combined may be used to predict tournament approach iron performance in high-level golfers. 相似文献