“The A-Word” Made Easy     

Marshall D. Sundberg 《CBE life sciences education》2010,9(4):392-393

  相似文献   

Galileo’s impractical science     

David Marshall Miller 《Metascience》2012,21(1):223-225

  相似文献   

TREASURER'S REPORT June-April, 1930-31     

Marshall ML 《Bulletin of the Medical Library Association》1931,20(1):28

  相似文献   

The Impact of Research Training and Research Codes of Practice on Submission of Doctoral Degrees: An Exploratory Cohort Study     

Robin Humphrey  Neill Marshall  Laura Leonardo 《Higher Education Quarterly》2012,66(1):47-64

The paper examines the impact of the transformations in doctoral education in the arts, humanities and social sciences in the United Kingdom over the past decade. It focuses on the introduction of formal research training and codes of research practice and in the first longitudinal candidate cohort study examines their impact on doctoral outcomes, especially Ph.D. submission rates. Results from this quantitative study show that engagement with research training, completion of a project outline and plan and appointment of a supervisory team were statistically positively associated with submission of the thesis within four years. It is concluded that the professionalisation of doctoral education by research training and codes of research practice has had a positive impact on doctoral educational outcomes.  相似文献   

Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school: relationships and complexities     

Jo Lunn Brownlee  Eva Johansson  Charlotte Cobb-Moore  Gillian Boulton-Lewis  Sue Walker  Joanne Ailwood 《Education 3-13》2013,41(2):164-183

While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5–8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education.  相似文献   

LOVE STORIES OF LATER LIFE: A NARRATIVE APPROACH TO UNDERSTANDING ROMANCE By Amanda Smith Barusch     

Reviewed by C. Joanne Grabinski 《Educational gerontology》2013,39(4):351-353

The numbers and proportions of ethnic and minority aged are increasing more rapidly than their age cohorts among nonminorities. This is particularly true among the old‐old, where increasing incidences of frailty and functional dependence increase the demand for health care services. In these circumstances the need for health care professionals to develop sensitivity to cultural and ethnic factors that impinge the health care of the aged is compelling. Barriers to effective cross‐cultural communication are discussed, and guidelines for culturally sensitive communication are provided.  相似文献   

Learning to look through the eyes of our students: action research as a tool of inquiry   总被引：1，自引：1，他引：0  

Joanne Arhar  Gayle Buck 《Educational Action Research》2013,21(2):327-339

Abstract

The story we are about to tell occurred when Gayle was a middle school science teacher and graduate student in Joanne's seminar on the study of teaching. Gayle was trying to make sense of her science students' indifference toward the environment, an attitude that concerned her as an environmentalist. She turned her inquiry into an action research project that sought to answer the question, ‘What are the assumptions that my middle school students have about their relationship with the environment?’ Joanne was mentoring Gayle in her action research study, and at the same time exploring Gayle's perspective as an action researcher. Now, several years later, we are both action researchers and teacher educators and understand that we have been looking through the eyes of our students in order to become scholars of our own teaching.  相似文献   

The more things change …: Re-discovering stubbornness and persistence in school-university collaborations     

Jennifer Snow  J. Dan Marshall 《课程研究杂志》2013,45(4):481-494

This paper examines some intersections among school literacy events and practices, identity formation, and the institutional practice known in the US as tracking. During a year‐long, critical ethnographic study to examine how a team‐taught, interdisciplinary curriculum impacted the development of students’ literacies, it was found that not only the literacies, but also identities, were being shaped and developed. Particular literacy events led the students to perceive that they were being encouraged to think of and comport themselves in distinct ways, based on their status as ‘honours students’. Classroom practices created a culture of privileged performativity for the students through which they came to perceive that recognition as an ‘honours student’ had less to do with deep, intellectual, and critical understanding and communication of important ideas than with the ability to perform in specific, rather superficial ways. For the participants, ‘honours’ identity was tied discursively and materially to a set of constructs that stemmed from competing and contradictory views about how one becomes an ‘honours student’. Key literacy events and practices through which ‘honours’ identity was recruited and enacted were inherently undemocratic, despite the teachers’ stated commitment to democratic pedagogies.  相似文献   

Long-axis rotation: The missing link in proximal-to-distal segmental sequencing     

R. N. Marshall  B. C. Elliott 《Journal of sports sciences》2013,31(4):247-254

Most assessments of segmental sequencing in throwing, striking or kicking have indicated a proximal-to-distal sequencing of end-point linear speeds, joint angular velocities, segment angular velocities and resultant joint moments. However, the role of long-axis rotations has not been adequately quantified and located in the proximal-to-distal sequence. The timing and importance of pronation-supination in the development of racquet head speed have been examined in the tennis serve and squash forehand drive and considered in relation to conventional concepts of proximal-to-distal sequencing. Both long-axis rotations reached their peak angular speeds late in both strokes, typically after shoulder flexion-extension, shoulder abduction-adduction and elbow extension. These results clarify and confirm the importance of upper limb long-axis rotations in the production of racquet head speed. It appears that traditional proximal-to-distal sequencing concepts are inadequate to describe accurately the complexity of the tennis serve or squash forehand drive. It is essential to consider upper arm and forearm longitudinal axis rotations in explaining the mechanics of these movements and in developing coaching emphases, strength training schedules and injury prevention programmes.  相似文献   

Construction and Validation of an Eight-Iron Approach Test     

Charlotte West  Joanne Thorpe 《Research quarterly for exercise and sport》2013,84(4):1115-1120

Abstract

The purpose of this study was to construct a golf test which would be usable for assessing the ability to perform an eight-iron approach shot at a distance of 12 yards from the pin. A good approach shot was defined as one which is high enough to avoid potential hazards between the point of contact and the pin and which comes to rest at or near the pin. Pilot studies were conducted to determine target size, number of trials and days of testing, hitting distance, objectivity, and reliability. The revised test was administered to 424 beginning golfers. Reliability estimates determined by analysis of variance procedures and by correlation techniques indicated that the test was reliable for the subjects involved. Logical validity was claimed and was further supported by comparing mean scores of a beginning and an experienced group. The test confidently differentiated the performance of the two groups.  相似文献