Not for profit: Why democracy needs the humanities     

Caroline Sarojini Hart 《British Educational Research Journal》2012,38(2):350-352

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An apparatus for measuring the relative wear of sole leathers and the results obtained with leather from different parts of a hide     

R.W. Hart  R.C. Bowker 《Journal of The Franklin Institute》1919,188(5):687-688

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Editorial     

Paul Hart  John Shultis  Robert B. Stevenson  Hilary Whitehouse 《The Journal of environmental education》2013,44(3):139-142

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A Tribute to William B. Stapp (1930-2001)     

Bora Simmons  Paul Hart  Harold Hungerford 《The Journal of environmental education》2013,44(4)

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Reading Development in Young Children: Genetic and Environmental Influences     

Jessica A. R. Logan  Sara A. Hart  Laurie Cutting  Kirby Deater‐Deckard  Chris Schatschneider  Stephen Petrill 《Child development》2013,84(6):2131-2144

The development of reading skills in typical students is commonly described as a rapid growth across early grades of active reading education, with a slowing down of growth as active instruction tapers. This study examined the extent to which genetics and environments influence these growth rates. Participants were 371 twin pairs, aged approximately 6 through 12, from the Western Reserve Reading Project. Development of word‐level reading, reading comprehension, and rapid naming was examined using genetically sensitive latent quadratic growth curve modeling. Results confirmed the developmental trajectory described in the phenotypic literature. Furthermore, the same shared environmental influences were related to early reading skills and subsequent growth, but genetic influences on these factors were unique.  相似文献   

What Account of Science Shall We Give? A Case Study of Scientists Teaching First-year University Subjects     

Dorothy V. Smith  Pamela J. Mulhall  Richard F. Gunstone  Christina E. Hart 《International Journal of Science Education》2013,35(9):1504-1523

This article presents a case study of four academic scientists. These academics teach in the first year of a Bachelor of Science degree at a large research-focused Australian university that has demanded and supported a greater focus on undergraduate learning. Taken as a whole, the accounts of science that the first-year academics in this case study gave, and which they are presenting to their students, challenge the images of science and scientists typically presented in school science curricula. Using Roberts' heuristic of Vision 1 and Vision 2 for the broad purposes of learning science, we consider various accounts given of science by these academic scientists and consider how science might appear to a student who takes all four of their subjects.  相似文献   

Understanding Middle School Students’ Difficulties in Explaining Density Differences from a Language Perspective     

Lay Hoon Seah  David Clarke  Christina Hart 《International Journal of Science Education》2013,35(14):2386-2409

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Deschooling and the Web: Ivan Illich 30 Years On     

Ian Hart 《Educational Media International》2013,50(2-3):69-76

In 1971 the anarchist philosopher Ivan Illich published a slim volume that advocated the unthinkable: ridding the world of schools. His arguments were so persuasive that the book caused many people to question the assumptions on which we base our ideas of education. Illich advocated the replacement of institutionalised schooling by community-driven "opportunity webs" that would enable learners to be in control of their own learning and teachers to offer their services in an entrepreneurial fashion. As persuasive as his ideas were, they were not really practical given the technology of the 1970s, but perhaps Illich was ahead of his time as today the World Wide Web has created opportunities for both learners and teachers to do exactly what he described. This paper examines Illich's propositions in terms of their antecedents in the free education movements of the past century and their potential in the global anarchy of the World Wide Web. Déscolariser l’école: 30 ans après Illich, le WEb . . . En 1971, le philosophe et anarchiste Ivan Illich, publia son fameux livre "Pour une société sans école" dans lequel il se faisait l'avocat du diable: éradiquer les écoles du monde. Ses arguments étaient À ce point convaincants qu'il amena bien des gens À remettre en cause les conceptions fondamentales sur lesquelles se sont construits nos systèmes éducatifs. Illich prÔnait l'abandon des formes institutionnelles de l'éducation au profit de communautés et de réseaux d'intérêts qui rendraient les élèves autonomes dans leurs apprentissages tandis que les enseignants offriraient leurs services sur un mode entrepreneurial. Bien que convaincantes, ces idées ne connurent aucune mise en oeuvre dans le contexte technologique des années 1970. Sans doute Illich était-il en avance sur son temps ... Mais aujourd'hui le Web crée les conditions pour réaliser ses prédictions en ce qui concerne tant les élèves que les enseignants. Cette contribution analyse le rÔle des propositions d'Illich dans l'histoire des mouvements de l'éducation libre et leur actualité par rapport au mode de fonctionnement non hiérarchique du WWW. Entschulung des Bildungssystems, das Web : 30 Jahre nach Ivan Illich. Der überzeugte Anarchist Ivan Illich gab 1971 ein dünnes Buch heraus, welches das undenkbare befürwortete : Befreiung der Welt von der Schule. Seine Argumente waren so überzeugend, dass das Buch bei vielen Leuten Zweifel an den Annahmen sähte, auf denen unsere Vorstellung von Erziehung basieren. Illich verwarf das institutionalisierte Schulsystem und skizzierte eine Lerngemeinschaft mit einem Netz aus unterschiedlichen Interessen. Dieses Netz würde den Schülern Autonomie in ihrer persönlichen Bildung einräumen, während die Lehrer ihre Dienste in unternehmerischer Art und Weise anbieten. Bei aller Ueberzeugungskraft seiner Ideen, sie waren praktisch mit der Technologie der 70er Jahre jedoch nicht umsetzbar. Ohne Zweifel waren Illichs Ideen ihrer Zeit voraus, denn das World Wide Web bietet nun Schülern als auch Lehrern die Möglichkeit diese Ideen in die Realiät umzusetzen. Dieser Beitrag analisiert Illichs Vorschläge bezüglich der Vorgeschichte von Bewegungen in der freien Bildung, und deren Aktualität in der globalen Anarchie des World Wide Web.  相似文献   

An essentialist methodology in education-related research using in-depth interviews     

Klaus G. Witz  David R. Goodwin  Robert S. Hart  H. Sue Thomas 《课程研究杂志》2013,45(2):195-227

This paper introduces a methodological approach in in-depth interview projects with adult subjects which (1) attempts to see the nature and essence of the phenomenon under study appearing in the experience and consciousness of each participant, and then (2) endeavours to obtain more general insights regarding the phenomenon by trying to see an essence when looking across cases. The approach uses microanalysis of and identification with prosodic and other dynamic features of discourse, and empathy with and compassion for the object of study (the person interviewed, his or her experience, and the overall story in relation to the problem). In addition, considerable effort is spent to shape what is felt to be 'the essence of the phenomenon' in a particular individual or case (or 'the essence of the phenomenon in that case'), and to use literary devices to communicate this essence to a reader in a portrait.  相似文献   

Intensity of Treadmill Training and its Effect on Body Composition in Rats     

Frances J. Brannon  Jean E. Hart  Marvin H. Eyler 《Research quarterly for exercise and sport》2013,84(4):670-675

Abstract

The purpose of this study was to determine which of three intensities of treadmill training produced changes in body composition in rats as evidenced by body weight, percentage of fat and specific gravity. Subjects were 60 male Wistar rats 25 to 30 days old when obtained. They were randomly assigned to one of five groups: sedentary controls, spontaneously active controls, and three groups of rats forced to exercise on a treadmill at intensities of 75, 125 and 175 fpm. Forced exercise was applied three times a week for 8 weeks, after which measures of body weight, specific gravity, and percentage of body fat were obtained. Results indicated that the sedentary controls had significantly higher mean body weights than did those which exercised. Rats forced to exercise at 75 fpm had significantly lower specific gravity measures than rats trained at 125 fpm. Sedentary controls had lower specific gravity values than did all rats allowed to exercise. Intensity of treadmill training had no effect on percentage of body fat as determined chemically. However, exercise was effective in reduction of body fat.  相似文献