The IQ in history     

Harwood J 《Social studies of science》1983,13(3):465-477

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You are the weakest link — goodbye: serving the information-hungry corporate end-user     

Paul Harwood 《Learned Publishing》2002,15(4):285-290

How can the information professional rise to the challenge of serving the modern corporate user? This paper examines the stresses and strains within the system and draws parallels with developments in the academic world from which corporate information providers can learn valuable lessons.  相似文献   

A meta‐analysis of parent and teacher reports of depression among students with learning disabilities: Evidence for the importance of multi‐informant assessment     

Jason M. Nelson  Hannah R. Harwood 《Psychology in the schools》2011,48(4):371-384

We conducted a meta‐analysis to examine depressive symptomatology among students with learning disabilities (LD), as reported by their parents and teachers. A 2006 meta‐analysis by Maag & Reid of the self‐reports of students with LD indicated that this group's higher report of depressive symptoms compared to non‐LD students was small in magnitude (d = .35). In our meta‐analysis, 31 studies in which depressive symptomatology among school‐age (K–12) students with LD was examined were included. The overall effect size was statistically significant and medium in magnitude (d = .75) and indicated that parents and teachers reported students with LD to experience significantly more depressive symptoms than non‐LD students experience. When integrated with Maag and Reid's findings, these results suggest that parents and teachers appear to report greater depressive symptomatology for students with LD than these students report for themselves. Due to the observed discrepancy, multi‐informant assessment practices and the need for clinical judgment are discussed. © 2011 Wiley Periodicals, Inc.  相似文献   

“Let It Go”: Exploring the Image of the Child as a Producer,Consumer, and Inventor     

Jennifer Rowsell  Debra Harwood 《理论付诸实践》2015,54(2):136-146

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The validity of endurance running performance on the Curve 3TM non-motorised treadmill     

Christopher J. Stevens  Jake Hacene  Benjamin Wellham  Dean V. Sculley  Robin Callister  Lee Taylor 《Journal of sports sciences》2015,33(11):1141-1148

This study aimed to test the validity of a non-motorised treadmill (NMT) for the measurement of self-paced overground endurance running performance. Ten male runners performed randomised 5-km running time trials on a NMT and an outdoor athletics track. A range of physiological and perceptual responses was measured, and foot strike was classified subjectively. Performance time was strongly correlated (r = 0.82, ICC = 0.86) between running modes, despite running time being significantly longer on the NMT (1264 ± 124 s vs. 1536 ± 130 s for overground and NMT, respectively; P < 0.001). End blood lactate concentration and rating of perceived exertion were significantly higher on the NMT compared to overground. Integrated electromyography was significantly lower on the NMT for three muscles (P < 0.05), and mean stride rate was also significantly lower on the NMT (P = 0.04). Cardiorespiratory responses of heart rate, oxygen uptake and expired air volume demonstrated strong correlations (r = 0.68–0.96, ICC = 0.75–0.97) and no statistical differences (P > 0.05). Runners were consistently slower on the NMT, and as such it should not be used to measure performance over a specific distance. However, the strong correlations suggest that superior overground performance was reflected in relative terms on the NMT, and therefore, it is a valid tool for the assessment of endurance running performance in the laboratory.  相似文献   

Exercise interventions for older adults: A systematic review of meta-analyses     

Claudio Di Lorito  Annabelle Long  Adrian Byrne  Rowan H.Harwood  John R.F.Gladman  Stefan Schneider  Pip Logan  Alessandro Bosco  Veronika van der Wardt 《运动与健康科学(英文)》2021,10(1):29-47

Background:The evidence concerning which physical exercise characteristics are most effective for older adults is fragmented.We aimed to characterize the extent of this diversity and inconsistency and identify future directions for research by undertaking a systematic review of metaanalyses of exercise interventions in older adults.Methods:We searched the Cochrane Database of Systematic Reviews,PsycInfo,MEDLINE,Embase,CINAHL,AMED,SPORTDiscus,and Web of Science for articles that met the following criteria:(1)meta-analyses that synthesized measures of improvement(e.g.,effect sizes)on any outcome identified in studies of exercise interventions;(2)participants in the studies meta-analyzed were adults aged 65+or had a mean age of 70+;(3)meta-analyses that included studies of any type of exercise,including its duration,frequency,intensity,and mode of delivery;(4)interventions that included multiple components(e.g.,exercise and cognitive stimulation),with effect sizes that were computed separately for the exercise component;and(5)meta-analyses that were published in any year or language.The characteristics of the reviews,of the interventions,and of the parameters improved through exercise were reported through narrative synthesis.Identification of the interventions linked to the largest improvements was carried out by identifying the highest values for improvement recorded across the reviews.The study included 56 meta-analyses that were heterogeneous in relation to population,sample size,settings,outcomes,and intervention characteristics.Results:The largest effect sizes for improvement were found for resistance training,meditative movement interventions,and exercise-based active videogames.Conclusion:The review identified important gaps in research,including a lack of studies investigating the benefits of group interventions,the characteristics of professionals delivering the interventions associated with better outcomes,and the impact of motivational strategies and of significant others(e.g.,carers)on intervention delivery and outcomes.  相似文献   

Understanding Academic Drift: On the Institutional Dynamics of Higher Technical and Professional Education   总被引：1，自引：0，他引：1  

Jonathan Harwood 《Minerva》2010,48(4):413-427

‘Academic drift’ is a term sometimes used to describe the process whereby knowledge which is intended to be useful gradually loses close ties to practice while becoming more tightly integrated with one or other body of scientific knowledge. Drift in this sense has been a common phenomenon in agriculture, engineering, medicine and management sciences in several countries in the 19th and 20th centuries. Understanding drift is obviously important, both to practitioners concerned that higher education should be relevant to practice, but also to historians who seek to make sense of long-term trends in knowledge-production. It is surprising, therefore, that although the existence of drift has been widely documented, remarkably little attention has been given so far to explaining it. In this paper I argue that drift is not an invariant universal tendency but a historically specific one which arises under particular circumstances. I outline a model of institutional dynamics which seeks to explain why drift has occurred at some institutions but not others. In the second section I explore the implications of the model for educationists and policy-makers concerned with the reform of higher education in these areas.  相似文献   

Presidential Spotlight: Dialogues on Disciplinary Foundation—Envisioning Communication as Central to Survival     

Shawn T. Wahl  Jake Simmons 《Communication Studies》2018,69(1):1-3

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Improving rational number knowledge using the NanoRoboMath digital game     

K&#;rki  Tomi  McMullen  Jake  Lehtinen  Erno 《Educational Studies in Mathematics》2022,110(1):101-123

Educational Studies in Mathematics - Rational number knowledge is a crucial feature of primary school mathematics that predicts students’ later mathematics achievement. Many students struggle...  相似文献   

Tools for the classroom? An examination of existing sociometric methods for teacher use     

Jake A. McMullen  Koen Veermans  Kaarina Laine 《Scandinavian Journal of Educational Research》2014,58(5):624-638

Despite the recent technical and theoretical advances in the investigation of children's social relations, the inherent complexity of these methods may prevent their easy integration into the classroom. A simple and effective tool can be valuable for teachers who wish to investigate students' social realities in the classroom. Therefore, the present study aims to identify an effective sociometric method for educator's use in the classroom. Nine separate sociometric categorisations were created from peer reports of grade one students (N = 748). Methods that have different collection methods (nominations or ratings) show surprisingly low agreement, unlike those with the same collection method. Methods based on peer nominations showed the strongest correlations with students' behavioural traits. Based on these results, we discuss the relevance and usefulness of such methods for use by classroom teachers in identifying students' social realities.  相似文献