Accommodation and Adjudication in Student–Administration Conflicts: The Difficult Legacy of the U.S. Supreme Court     

Heinz-Dieter Meyer  Katrina Bratge 《Peabody Journal of Education》2013,88(4):436-449

In this article, we consider a series of U.S. Supreme Court rulings that place public school students under an expansive shield of constitutional rights while often hampering the ability of administrators to engage in flexible and creative conflict resolution in the context of the school's mission. The court's readiness to adjudicate a large range of student–administration conflicts has weakened schools’ ability to pragmatically accommodate conflicts that, by their nature, do not have principled solutions at the level of the law. We argue that as long as adjudication is the privileged course of action, the court seems locked into a philosophical zigzag, now endowing 8th graders with due process and constitutional rights, now framing them as mere “subjects.” To strengthen schools as educational and moral institutions, school leaders need to be able to construct systems of accommodation that are sensitive to their special educational nature and mission.  相似文献   

An added service for school administrators     

Adolph E. Meyer 《Peabody Journal of Education》2013,88(5):309-310

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对北京市精品课程《武术(太极拳)》建设的思考   总被引：1，自引：0，他引：1  

何英  徐伟军  段全伟 《北京体育大学学报》2007,30(9):1247-1250

北京体育大学武术(太极拳)课程于2005年被评为北京市精品课程.如何将其锻造为国家精品课程,是这一课程建设者共同面临的紧迫任务.对照国家精品课程评估指标体系,对该课程建设的优势和不足之处进行了分析,并提出改进建议.  相似文献   

Anatomical Sciences in Chiropractic Education: A Survey of Chiropractic Programs in Australia     

Rosemary Giuriato  Goran Štrkalj  Amanda J. Meyer  Nalini Pather 《Anatomical sciences education》2020,13(1):37-47

Human anatomy knowledge is a core requirement for all health care clinicians. There is a paucity of information relating to anatomy content and delivery in Australian chiropractic programs. The aim of this study was to describe anatomy teaching in Australian chiropractic programs, utilizing a survey which was distributed to all four programs, requesting information on: anatomy program structure, delivery methods, assessment, teaching resources, and academic staff profile at their institution. The survey was undertaken in 2016 and documented practices in that academic year. All four institutions responded. There was a reported difference in the teaching hours, content, delivery and assessment of anatomy utilized in Australian chiropractic programs. Anatomy was compulsory at all four institutions with the mean total of 214 (SD ± 100.2) teaching hours. Teaching was undertaken by permanent ongoing (30%) and sessional academic staff, and student to teacher ratio varied from 15:1 to 12:1. A variety of teaching resources were utilized, including human tissue access, either as prosected cadavers or plastinated body parts. The results of this survey confirm that anatomy has an established place in chiropractic education programs in Australia and while curricular variations exist, all programs had similar course design, delivery, and assessment methods. This study confirmed the provision of a strong foundation in topographical anatomy and neuroanatomy, while other anatomical sciences, such as histology and embryology were not consistently delivered. Formalization of a core anatomy curriculum together with competency standards is needed to assist program evaluation and development, and for accreditation purposes.  相似文献   

Critical Decisions Affecting the Development of Western Governors University     

Katrina A. Meyer 《Innovative Higher Education》2005,30(3):177-194

Interviews conducted with individuals involved in the early development and current operation of the Western Governors University allowed identification of 12 themes concerning early, formative decisions and decision-making processes. These themes were subsequently grouped into 5 categories: (1) politics, (2) organizational models, (3) changing mission, (4) multiple missions, and (5) experiencing innovation. Several factors, including the need to obtain financial support and to operate independently as a degree-granting institution, were influential in the decision to focus on competency-based curricula rather than providing a repository for distance learning courses offered by institutions in the West. Dr. Katrina Meyer is an Associate Professor of Higher and Adult Education at The University of Memphis. Her Ph.D. is from the University of Washington, and her research interests include online learning and virtual universities.  相似文献   

Individual diversity in effective studying     

P. J. Janssen  J. H. F. Meyer 《Higher Education》1996,31(1):1-3

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Merit System: A “Civil Service” Reform at Grand Haven Junior High     

Frank Meyer 《Clearing house (Menasha, Wis.)》2013,86(1):24-27

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AGE DIFFERENCES IN EFFICIENCY OF READING COMPREHENSION FROM PRINTED VERSUS COMPUTER‐DISPLAYED TEXT     

Bonnie J. F. Meyer  Leonard W. Poon 《Educational gerontology》2013,39(8):789-807

Computer technology has become a tremendous aid in examining the aging process as it relates to reading by allowing researchers to measure and control processing time. But is the computer a passive player in the study of reading and aging? Are we overlooking interactions between computers and participants using them? This study compared two types of computer presentation (investigator‐paced and self‐paced by the reader) to reading from the printed page. Older adults were most efficient in their reading comprehension when reading from the printed page, while young adults were most efficient from computer‐paced text. Although reading is a highly practiced skill for both young and old adults, the computer method of presentation is much less familiar to old adults. An overestimation of age differences with misleading findings may occur if computers are routinely used to study age differences in reading comprehension.  相似文献   

Editorial     

Ingrid Gogolin  Meinert A. Meyer 《Zeitschrift für Erziehungswissenschaft》2010,13(4):525-528

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The effect of westward travel across five time zones on sleep and subjective jet-lag ratings in athletes before and during the 2015’s World Rowing Junior Championships     

Sarah Kölling  Gunnar Treff  Kay Winkert  Alexander Ferrauti  Tim Meyer  Mark Pfeiffer 《Journal of sports sciences》2017,35(22):2240-2248

This study examined sleep-wake habits and subjective jet-lag ratings of 55 German junior rowers (n = 30 male, 17.8 ± 0.5 years) before and during the World Rowing Junior Championships 2015 in Rio de Janeiro, Brazil. Athletes answered sleep logs every morning, and Liverpool John Moore’s University Jet-Lag Questionnaires each evening and morning. Following an 11-h westward flight with 5-h time shift, advanced bedtimes (?1 h, P < .001, η_p² = 0.68), reduced sleep onset latency (P = .002, η_p² = 0.53) and increased sleep duration (P < .001, η_p² = 0.60) were reported for the first two nights. Jet-lag symptoms peaked upon arrival but were still present after 6 days. Sleep quality improved (P < .001, η_p² = 0.31) as well as some scales of the Recovery-Stress Questionnaire for Athletes. Participation was successful as indicated by 11 of 13 top 3 placings. Overall, the initial desynchronisation did not indicate negative impacts on competition performance. As travel fatigue probably had a major effect on perceptual decrements, sleep during travel and time to recover upon arrival should be emphasised. Coaches and practitioners should consider higher sleep propensity in the early evening by scheduling training sessions and meetings until the late afternoon.  相似文献