Play: A Paradox for Teacher and Scientist     

M. J. Ellis 《Quest (Human Kinetics)》2013,65(1):128-138

The objective of this article is to describe the historical development of sport and exercise psychology, with a particular emphasis on the construction and evolution of the “box” through history. The box represents the dominant paradigm that serves as the model for research and application as it evolves through successive historical eras (Kuhn, 1962). Seven historical eras related to the development of sport and exercise psychology are discussed. Of particular interest for this review were individuals whose curiosity and motivation established the roots for the study of sport and exercise psychology, as well as the controversies and tensions in both kinesiology and psychology that shaped the fi eld. Suggestions for the future include a problem-based approach to scholarship and a cultural praxis version of sport and exercise psychology to enhance relevancy and social impact.  相似文献   

Feminist theory’s wrong turn     

John M. Ellis 《Academic Questions》1994,7(4):42-50

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FIRSTConsult     

Mary Virginia Taylor  Patsy S. Ellis  Deborah Kessler 《Journal of the Medical Library Association》2004,92(2):285-287

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资深专家谈图片编辑     

Richard Ellis  孙雨新 《出版经济》2005,(11):24-25

在美国的中小城市,一些中小报刊对版面图片的要求一般不是很重高,图片编辑的工作重心以处理商业图片为主要内容,商业图片的要求比较多,大多用在广告上面,读者所能看到的图片大多是以广告的形式体现在报刊中.  相似文献   

Sally Hernando (1957–2010)     

Tricia Ellis 《Health information and libraries journal》2010,27(2):168-171

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The Effectiveness of Video as a Learning Tool in On‐line Multimedia Modules     

Rachel Ellis  Mark Childs 《Learning, Media and Technology》1999,24(3):217-223

The Broadnet Project produced on‐line interactive multimedia training modules in order to support local small and medium sized (SME) businesses. Two of these modules used videos which were incorporated into the modules and were designed to stream over the Broadnet network. These videos were produced by several different contributors to the project. This report examines the producers’ views and SME trainees’ perceptions of the effectiveness of the videos as training material. Findings suggests that it is the interactive nature of the videos with the clips and questions, and the use of narrative incorporating the information which these trainees found most useful for learning.  相似文献   

The really big questions     

Brian Ellis  Phil Dowe  Brian Skyrms  John Forge 《Metascience》1999,8(1):63-85

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Academic Librarianship by Design: A Blended Librarian's Guide to the Tools and Techniques,by Steven J. Bell and John D. Shank. Chicago,IL: American Library Association, 2007. 181 p. $50.00. ISBN 0-8389-0939-6.     

Justine Alsop-Cotton 《The Journal of Academic Librarianship》2008,34(1):79-80

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The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment – implications of recent language intervention research     

Elspeth McCartney  Sue Ellis  James Boyle 《Journal of Research in Special Educational Needs》2009,9(2):80-90

Many UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment.
Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor.
A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined.  相似文献   

Children and Place: Stories We Have, Stories We Need     

Julia Ellis 《Interchange》1999,30(2):171-190

Given existing curricula, instructional and assessment practices, teacher preparation programs, and multicultural education approaches, schools can be unhelpful places for students who are not at least middle class and politically white. Critical theory offers a range of conceptual frameworks for understanding and addressing these injustices but teachers find the ideas difficult to learn or to practice in classrooms. Increased attention to the use of stories is suggested to support individual and collective transformation and growth for teachers, students, and communities.  相似文献