Preface     

John Gingell  & E. P. Brandon 《Journal of Philosophy of Education》2000,34(3):5-5

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How do professional tennis players move? The perceptions of coaches and strength and conditioning experts     

Brandon Giles  Peter Peeling  Brian Dawson  Machar Reid 《Journal of sports sciences》2019,37(7):726-734

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The Magical Elements of College Linked to Long‐Term Success in Work and Life     

Brandon Busteed 《About Campus》2015,19(6):2-8

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Summary report 2     

C. H. Patterson 《International journal for the advancement of counseling》1978,1(1):13-24

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New IT and Social Inequality: Resetting the Research and Policy Agenda     

Rubin Patterson  Ernest J. Wilson III 《The Information Society》2000,16(1):77-86

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Challenging Thoughts,Changing Minds: Preservice Teachers' Reflections on Their Experience Working in an Alternative School Setting     

Brooke Blevins  Brandon Moore  Cameron Dexter Torti 《The Teacher Educator》2017,52(4):326-345

This study was designed to use critical reflective journaling practices to explore the experiences of preservice teachers working in a juvenile justice education program called the Reach Academy. Using a qualitative case study design, the researchers explored how 48 preservice teachers utilized critical reflective journaling to examine their own identities in relation to working in this unique school setting. Three major themes emerged from the reflective journal and interview data: (a) participants preconceived notions were challenged based on their positive interactions with Reach students, (b) preservice participants engaged in critical observation of the Reach Academy teachers and their interactions with students, and (c) participants' focus shifted from themselves to their students' needs. Findings suggest that preservice teachers reflective journaling process facilitated their ability to examine and reconsider their preconceived notions about working with students at the Reach Academy and in other diverse schooling settings.  相似文献   

Looking for Mature Faith in the Missions of Religiously Affiliated Institutions of Higher Education     

Matthew Weeks  Katie James Winningham  Brandon Winningham 《Christian Higher Education》2017,16(3):159-171

In this study, we investigated Benson, Donahue, and Erikson's (1993) concept of faith maturity as expressed by institutions of higher education (IHE) claiming religious affiliation. We examined the institutional mission statements of 87 schools affiliated with six Protestant denominations in search of evidence of their intention to develop the Vertical (V) and Horizontal (H) dimensions of faith maturity (Benson, Donahue, & Erikson, 1993). Contrary to this conceptualization of a mature faith, expressions of V and H dimensions were negatively correlated. There was considerable variability in the expression of both V and H dimensions, with Southern Baptist institutions being highest in the V dimension, and United Church of Christ and Lutheran institutions being highest in the H dimension. Although expression of V and H characteristics did not match Benson et al.'s definition of a mature faith, there was some evidence these dimensions corresponded with institutional practices related to relevant student experiences. Overall, the H dimension was emphasized in the mission statements more than the V dimension. These findings have implications for reviewing institutional practices regarding student curricular and co-curricular experiences.  相似文献   

Fatal child maltreatment in England, 2005-2009     

Sidebotham P  Bailey S  Belderson P  Brandon M 《Child abuse & neglect》2011,35(4):299-306

Objective

This paper presents comprehensive and up-to-date data covering 4 years of Serious Case Reviews into fatal child maltreatment in England.

Methods

Information on all notified cases of fatal maltreatment between April 2005 and March 2009 was examined to obtain case characteristics related to a systemic classification of 5 broad groups of maltreatment deaths (severe physical assaults; covert homicide/infanticide; overt homicide; extreme neglect/deprivational abuse; deaths related to but not directly caused by maltreatment).

Results

A total of 276 cases were recorded giving an incidence of 0.63 cases per 100,000 children (0-17) per year. 246 cases could be classified based on the data available. Of these the commonest specific group was those children who died as a result of severe physical assaults. Apparently deliberate overt and covert homicide was less common, while deaths as a direct consequence of neglect were rare. In contrast, some evidence of neglect was found in at least 40% of all cases, though not the direct cause of death.

Conclusions

Class characteristics differ between the different categories of death and may suggest the need for different strategies for prevention.  相似文献   

Deconstructing Engineering Education Programmes: The DEEP Project to reform the mechanical engineering curriculum     

Ilene Busch-Vishniac  Tom Kibler  Patricia B. Campbell  Eann Patterson  Darrell Guillaume  Jeffrey Jarosz 《European Journal of Engineering Education》2011,36(3):269-283

The goal of the Deconstructing Engineering Education Programmes project is to revise the mechanical engineering undergraduate curriculum to make the discipline more able to attract and retain a diverse community of students. The project seeks to reduce and reorder the prerequisite structure linking courses to offer greater flexibility for students. This paper describes the methods used to study the prerequisites and the resulting proposed curriculum revision. The process involved dissecting each course into topics at roughly the level of a line in a syllabus, editing the list of topics, associating prerequisites and successors to each topic and then using a genetic algorithm to produce clusters of topics. The new curriculum, which consists of 12 clusters, each of which could be a full year course, is quite different from the traditional curriculum.  相似文献   

Promoting and Providing Expert Guidance in Work-intensive Clinical Settings     

Amanda J. Henderson  Heather Alexander  Alison Haywood  Peta Stapleton  Marie Cooke  Elizabeth Patterson  Megan Dalton  Debra K. Creedy 《Vocations and Learning》2010,3(2):141-156

This paper discusses how expert guidance can be best provided in work intensive clinical settings. The adequacy for supporting learning in the clinical practicum for health care disciplines is often complicated by the intensive work practices in healthcare settings. Often, clinicians’ work is so intense that the scope for providing close guidance for students is quite restricted. The case advanced here draws on a range of empirical work to propose how clinician-student interactions might be optimized through the provision of a clinical supervisor to assist clinicians develop collegial relationships and acquire skills in guided learning such as demonstrating and role-modeling. These roles can contribute in essential ways to the development of learning environments where clinicians have the opportunity to facilitate the learning of others as part of their workload, and without being burdened by the requirements of teaching and assessment processes. It differs from other approaches because although clinicians partner students and provide feedback to them, clinicians are not expected to formally assess or award a grade for student performance. Assessment and remedial action, when required, is undertaken by the role of a designated clinical supervisor qualified to perform such activities.  相似文献