Staff Development for Technical and Vocational Education: an international perspective     

Brian Follis 《Compare》1989,19(2):69-81

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The best children's book I read during the last year     

Penelope Farmer  Brian Alderson  Leon Garfield  Catherine Fowler  Kaye Webb  Rosemary Manning  Gene Kemp  Eileen Colwell 《Children‘s Literature in Education》1973,4(2-3):37-48

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Marshall McLuhan and the Apocalypse     

Brian Hollingworth 《English in Education》1974,8(1):3-12

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Coping with Falling School Enrolments: A Case Study of the Constraints on Local Policy‐making in the Voluntary‐school Sector     

Brian Spence 《Journal of educational administration and history》1991,23(2):38-48

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Trends in comparative education     

Brian Holmes 《Prospects》1985,15(3):324-346

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The influence of physical education on physical activity levels of urban elementary students     

Dauenhauer BD  Keating XD 《Research quarterly for exercise and sport》2011,82(3):512-520

The purpose of this study was to examine the role of physical education in shaping physical activity patterns. Seventy-one Hispanic and African American elementary students participated in the study. Students attended one 30- and one 60-min physical education class weekly. Pedometer steps were used to estimate physical activity. Data suggest that students did not engage in enough physical activity on a daily basis to incur health benefits. There were significant step differences in 0-, 30-, and 60-min physical education days, with the most steps occurring on 60-min days. Results from the study suggest physical education may be an important source of physical activity for Hispanic and African American students, especially girls, and may influence participation in physical activity outside of class.  相似文献   

Kinematic characteristics of elite men's and women's 20 km race walking and their variation during the race     

Hanley B  Bissas A  Drake A 《Sports biomechanics / International Society of Biomechanics in Sports》2011,10(2):110-124

The aim of this study was to analyse the important kinematic variables in elite men's and women's 20 km race walking. Thirty men and 30 women were analysed from video data recorded during the World Race Walking Cup. Video data were also recorded at four points during the European Cup Race Walking and 12 men and 12 women analysed from these data. Two camcorders operating at 50 Hz recorded at each race for 3D analysis. The two main performance determinants of speed were step length and cadence. Men were faster than women because of their greater step lengths but there was no difference in cadence. A reduction in step length was the initial cause of slowing down with later decreases in speed caused by reductions in cadence. Shorter contact times were important in optimising both step length and cadence, and faster athletes tended to have longer flight times than slower athletes. It was less clear which other kinematic variables were critical for successful walking, particularly with regard to joint angles. Different associations were found for some key variables in men and women, suggesting that their techniques may differ due to differences in height and mass.  相似文献   

Using automated analysis to assess middle school students' competence with scientific argumentation     

Christopher D. Wilson  Kevin C. Haudek  Jonathan F. Osborne  Zoë E. Buck Bracey  Tina Cheuk  Brian M. Donovan  Molly A. M. Stuhlsatz  Marisol M. Santiago  Xiaoming Zhai 《科学教学研究杂志》2024,61(1):38-69

Argumentation is fundamental to science education, both as a prominent feature of scientific reasoning and as an effective mode of learning—a perspective reflected in contemporary frameworks and standards. The successful implementation of argumentation in school science, however, requires a paradigm shift in science assessment from the measurement of knowledge and understanding to the measurement of performance and knowledge in use. Performance tasks requiring argumentation must capture the many ways students can construct and evaluate arguments in science, yet such tasks are both expensive and resource-intensive to score. In this study we explore how machine learning text classification techniques can be applied to develop efficient, valid, and accurate constructed-response measures of students' competency with written scientific argumentation that are aligned with a validated argumentation learning progression. Data come from 933 middle school students in the San Francisco Bay Area and are based on three sets of argumentation items in three different science contexts. The findings demonstrate that we have been able to develop computer scoring models that can achieve substantial to almost perfect agreement between human-assigned and computer-predicted scores. Model performance was slightly weaker for harder items targeting higher levels of the learning progression, largely due to the linguistic complexity of these responses and the sparsity of higher-level responses in the training data set. Comparing the efficacy of different scoring approaches revealed that breaking down students' arguments into multiple components (e.g., the presence of an accurate claim or providing sufficient evidence), developing computer models for each component, and combining scores from these analytic components into a holistic score produced better results than holistic scoring approaches. However, this analytical approach was found to be differentially biased when scoring responses from English learners (EL) students as compared to responses from non-EL students on some items. Differences in the severity between human and computer scores for EL between these approaches are explored, and potential sources of bias in automated scoring are discussed.  相似文献   

Killing `Without the Distressing Preliminaries': Scientists' Defence of the British Biological Warfare Programme     

Balmer B 《Minerva》2002,40(1):57-75

This article presents historical cases in which Britishscientists, principally scientific advisors, have attempted to defendresearch on biological weapons. Although the historical record is scant,there is a degree of continuity in their justifications, and a number ofthemes can be identified. It was argued, that biological weaponsresearch is morally justified because it produces humane weapons; thatit is no different from medical or other research; and that it is beingperformed for defensive purposes. It is argued that this defence isdirected primarily towards other scientists working on germ warfare, andwas formed part of the `moral economy' of that secretcommunity.  相似文献   

Facilitating long-term changes in student approaches to learning science     

BJ Buchwitz  CH Beyer  JE Peterson  E Pitre  N Lalic  PD Sampson  BT Wakimoto 《CBE life sciences education》2012,11(3):273-282

Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.  相似文献