斯巴里德·佐安尼奥帝斯（希腊） 年龄越大,就越出色     

格雷格·艾格尔特 《游泳》2011,(6):26-27

希腊选手斯巴里德.佐安尼奥帝斯将要征战他本人的第四次奥运会。他在上海金山举行的第14届国际泳联世锦赛公开水域男子10公里的比赛中打败了令人生畏的德国选手托马斯.鲁尔兹（Thomas Lurz）,以1：54.24.7的成绩获得冠军,比鲁尔兹快2.5秒。  相似文献   

Tensions in Community Health Improvement Initiatives: Communication and Collaboration in a Managed Care Environment     

Caryn Medved  Kelly Morrison  James Dearing  Sam Larson  Greg Cline  Boris Brummans 《Journal of Applied Communication Research》2001,29(2):137-152

Between the years 1993 and 2000, the W. K. Kellogg Foundation sponsored the Comprehensive Community Health Models (CCHMs) Initiative in three Michigan counties. CCHMs was comprised of three closely related community initiatives carried out in the midst of a failed national health care reform effort and the continued penetration of managed care arrangements into many health care systems. This experimental initiative set out to test the hypothesis that traditional healthcare system animosities and exclusionary practices could be overcome by stakeholder participation in an ongoing, structured, collaborative dialogue about improving access to health services. In the process of collecting data through surveys, interviews, content analysis, and observation, we were struck by the occurrence of several overarching tensions that we perceive to exist in our data. The present article elucidates five such tensions and suggests how third parties such as communication researchers, evaluators, and practitioners can facilitate community health improvement initiatives and better their own data interpretation by acknowledging and understanding these tensions.  相似文献   

Using occupational information to increase vocational differentiation     

Margaret A. Moore M.A.  Greg J. Neimeyer Ph.D. 《Journal of Career Development》1992,19(1):3-12

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The Triple Jump Exercise in Inquiry‐based Learning: a case study showing directions for further research     

Grahame Feletti  Greg Ryan 《Assessment & Evaluation in Higher Education》1994,19(3):225-234

The Triple Jump is a versatile but under‐studied instrument, used both for developing and assessing problem‐based learning (PBL). This paper evaluates its assessment of inquiry‐based learning (IBL) in a graduate course, along with a Group Assessment Task. Students' performance on the Triple Jump was not related to satisfaction with their small‐group discussion prior to completing a self‐directed learning task. Analysis of the self‐directed learning task in terms of academic or pragmatic focus showed consistent differences between two markers — suggesting the need for more research into inter‐rater reliability and other characteristics of the Triple Jump exercise. Some simple strategies are recommended to make this instrument cost‐effective for assessing large classes.  相似文献   

The Priority of Separable Perception in Stimulus Classifications of Children with Mental Retardation     

Greg Cook  J. Todd Stephens 《Child development》1995,66(4):1057-1071

Children (mean CA = 12 years) with mental retardation and adults without mental retardation classified tetrads of stimuli that could be grouped according to identities on separate dimensions or according to overall similarity. When color, size, and line orientation were varied (Experiment 1), both groups used separate dimensions for classification. When hue, saturation, and brightness varied (Experiment 2), both groups used overall similarity for classification. Test-retest correlations showed that the predominant classifications were reliable across 1-week testing intervals. Results support Garner's distinction between separable and integral stimulus structure but do not support an integral-to-separable shift in perceptual development. Comparisons of the tetrad task used in the present study and triads used in previous work are discussed as well as implications of the present data for developmental theories of perceptual classification and processing in children with mental retardation.  相似文献   

Validity and participation: implications for school comparison of Australia’s National Assessment Program     

Greg Thompson  Lenore Adie  Val Klenowski 《教育政策杂志》2018,33(6):759-777

The National Assessment Program – Literacy and Numeracy (NAPLAN) in Australia is a series of literacy and numeracy tests that are used for purposes of school comparison. This paper argues that a key question for this use lies in whether or not this is a reasonable, or valid, use of the test data. Using Kane’s argumentative approach to validity, this paper argues that the comparisons of the quality of student achievement made available on the My School Website have low validity due to the lack of regard to rates of participation in schools. In bringing together the literature that addresses the ‘new governance’ of education through testing and an approach to validity that addresses the technical aspects of test score interpretation, with the ethics of how test scores are used and applied, this study identifies validity as an important consideration in comparative analyses of student achievement data. The identification of the need to consider participation in such comparisons through the application of the argumentative approach to validity highlights the contribution of this article not only to the testing field but also to critical policy literature.  相似文献   

Learning English from signed English: an impossible task?     

Power D  Hyde M  Leigh G 《American annals of the deaf》2008,153(1):37-47

A sample of elementary school- and high school-age deaf students in special education programs in the Australian state of Queensland using Australasian Signed English (ASE) took the Test of Syntactic Abilities (Quigley, Steinkamp, Power, & Jones, 1978) and wrote a story in response to a wordless picture sequence. Several analyses of the students' test scores and of the written language of their stories were undertaken. It was found that classroom use of ASE was of benefit to these students in developing English and telling a story in writing, but that there were complex aspects of syntax that required special teaching. The implications for the use of Signed English systems and the teaching of English to deaf students who use Signed English communication are examined.  相似文献   

Characteristics,Academic and Post-university Outcomes of Students with a Disability at the University of Newcastle     

Phil Foreman  Ian Dempsey  Greg Robinson  Eric Manning 《高等教育研究与发展》2001,20(3):313-325

A cohort of 108 students with a disability, and a matched sample of students without a disability, were surveyed over a three-year period at the University of Newcastle. The purpose of the study was to examine the characteristics and academic outcomes for students with a disability because this group of students is significantly under-represented at Australian universities. Significant differences were found between some personal characteristics, academic performance, and outcomes following discontinuance or completion of study. The results are discussed within the context of disability legislation and policy in Australia.  相似文献   

Three pathways to support the professional and career development of casual academics     

Gail Crimmins  Florin Oprescu  Greg Nash 《International Journal for Academic Development》2017,22(2):144-156

Almost half of current academic staff will need to be replaced within three years in the Australian academic workforce. Literature suggests that casual academics are a potential solution, yet they are frequently excluded from the career development opportunities that would allow them to fulfil an ongoing academic role. Most academic development programmes designed for and delivered to casual academics are constructed by academic developers with little or no input from casual academics themselves. This paper documents what casual academics determine to be their academic development needs and how they could be addressed using three pathways of professional and career development.  相似文献   

Assessing the Practicum     

Susan Toohey  Greg Ryan  Chris Hughes 《Assessment & Evaluation in Higher Education》1996,21(3):215-227

The practicum appears in many different forms in professional education — as field placement, cooperative education, sandwich programs, internship and clinical placement. This review of current literature reveals many different conceptions of the kinds of learning outcomes that can be achieved through learning in the workplace and the contribution that the practicum can make to professional education. In consequence, assessment philosophies and methods are equally varied. Five distinct approaches to assessment of the practicum are identified and the strengths and weaknesses of each are evaluated. While assessment of the practicum in some programs has been very limited, in the best examples cited, integration of the practicum with the educational program has provided opportunities for students to bring together a range of knowledge and skills in a complex natural environment. Well‐designed assessment requirements can make a significant contribution to learning in the practicum by putting pressure on supervisors to structure the opportunities available and by requiring students to identify and reflect on what they have learned.  相似文献