The application of science and scientific autonomy in Great Britain: A case study of the Science and Engineering Research Council     

Brian Salter  Ted Tapper 《Minerva》1993,31(1):38-55

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The RowPerfect ergometer: a training aid for on-water single scull rowing     

Elliott B  Lyttle A  Birkett O 《Sports biomechanics / International Society of Biomechanics in Sports》2002,1(2):123-134

The purpose of this study was to compare rowing technique on the dynamic RowPerfect ergometer with a single scull. Eight national-level rowers performed on both the RowPerfect ergometer and in a single scull over 500 m, at rates of 24, 26, and 28 strokes/minute. Blade force and oar angle (on-water) and handle force and stroke length (on the ergometer) were measured. Both force and stroke angle/length were normalised from 0 to 100 (where 100 was the peak value). Body positions of the subjects at both the catch and finish of each of these rowing strokes were also compared for each stroke rate. The coefficient of multiple determination (CMD) was used to measure the consistency of force curves over a sample of five sequential strokes for each rower. Cross-correlations were performed between the left- and right-side on-water sculling force curves and a mean of these values with the ergometer curve for each rower. Stroke angle/length, which did not vary with rate, was similar for both forms of rowing. The CMDs showed a high consistency across the normalised strokes of each subject (approximately 0.98). Cross-correlation values of 0.91, 0.92, and 0.93 were recorded between the force curves from the ergometer and on-water trials for stroke rates of 24, 26, and 28 strokes/minute, respectively. The mean trunk, thigh and lower leg angles at the catch and finish of the stroke were also similar across the stroke rates as determined by t-tests. Results indicate that technique used on the RowPerfect ergometer was similar to that for on-water sculling, thus validating its use in off-water training.  相似文献   

Elaborating a framework for communicating assessment aims in higher education     

Damon Thomas  Robbie Moore  Olivia Rundle  Sherridan Emery  Robyn Greaves  Kitty te Riele 《Assessment & Evaluation in Higher Education》2019,44(4):546-564

Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders.  相似文献   

Implicit Bias in the Era of Social Desirability: Understanding Antiblackness in Rehabilitative and Punitive School Discipline     

Marcucci  Olivia 《The Urban Review》2020,52(1):47-74

Recent research provides evidence that teachers’ implicit bias may impact school discipline but has poorly defined discipline. This research examines if implicit bias impacts 7 discrete types of disciplinary decisions, ranging from punitive to rehabilitative. A survey featuring racial priming was administered to teachers (n = 287). Results suggest that implicit racial processing has more impact on punitive disciplinary decisions over rehabilitative ones. Interestingly, teachers were harsher against White students, which is counterintuitive to what we know about anti-Black implicit bias and racial disparities in discipline. Results suggests that social desirability is a powerful force that attempts to override anti-Black bias in certain contexts but could lead to a harmful lowering of expectations for Black students.

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Play for young handicapped children in an integral setting,part 2     

Olivia N. Saracho  Bernard Spodek 《Early Childhood Education Journal》1988,15(3):31-33

Conclusions Play is an important part of the life of the young child, both at home and in school. In designing a play environment for handicapped children who are attending a preschool along with their nonhandicapped peers, the teacher needs to be aware of the needs and limitations resulting from the child's particular disability. This knowledge can be put to use in making the environment as productive as possible and providing play opportunities that are fun, educational, and practical for each child. While it is important that we consider the particular handicapping condition, teachers should never lose sight of the fact that a handicapped child is first and foremost a child, whose basic needs are not too different from those of all children. These basic needs should be the primary concern of the teacher who is interested in guiding the child toward productive educational experiences and helping that child become an integral part of the school group.  相似文献   

Effects of image‐based and text‐based active learning exercises on student examination performance in a musculoskeletal anatomy course          下载免费PDF全文

M. Melissa Gross  Mary C. Wright  Olivia S. Anderson 《Anatomical sciences education》2017,10(5):444-455

Research on the benefits of visual learning has relied primarily on lecture‐based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text‐based and image‐based active learning exercises on examination performance were investigated in a functional anatomy course. Each class session was punctuated with an average of 12 text‐based and image‐based active learning exercises. Participation data from 231 students were compared with their examination performance on 262 questions associated with the in‐class exercises. Students also rated the helpfulness and difficulty of the in‐class exercises on a survey. Participation in the active learning exercises was positively correlated with examination performance (r = 0.63, P < 0.001). When controlling for other key demographics (gender, underrepresented minority status) and prior grade point average, participation in the image‐based exercises was significantly correlated with performance on examination questions associated with image‐based exercises (P < 0.001) and text‐based exercises (P < 0.01), while participation in text‐based exercises was not. Additionally, students reported that the active learning exercises were helpful for seeing images of key ideas (94%) and clarifying key course concepts (80%), and that the image‐based exercises were significantly less demanding, less hard and required less effort than text‐based exercises (P < 0.05). The findings confirm the positive effect of using images and active learning strategies on student learning, and suggest that integrating them may be especially beneficial for learning anatomy. Anat Sci Educ 10: 444–455. © 2017 American Association of Anatomists.  相似文献   

Mainstreaming: The role of the teacher     

Olivia N. Saracho 《Early Childhood Education Journal》1984,12(2):17-23

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Mapping participation in situated language learning     

Olivia Groves  Irina Verenikina  Honglin Chen 《高等教育研究与发展》2016,35(2):267-281

Research on the international student experience in Australia has highlighted the challenges that international students face when obtaining tertiary qualifications in an Australian university [AEI. (2012). Student voices: Enhancing the experience of international students in Australia. Canberra, Australia: Australian Education International]. Specifically, international students are reported to have difficulties achieving their stated goals of making connections, forming friendships and improving their oral English language skills during their sojourn [AEI. (2013). International student survey 2012 overview report. Canberra, Australia: Australian Education International; Yates, L., & Wahid, R. (2013). Challenges to Brand Australia: International students and the problem with speaking. Higher Education Research & Development, 32(6), 1037–1050]. This paper investigates the interactions of five male Saudi Arabian international students in the local English-speaking community and considers how they participate in it. Diary records and interview conversations are used to examine the nature and extent of participation, drawing on the linguistic concept of register or analysis of situation. The findings indicate that quality interactions for the purpose of language learning are derived from casual conversations and those without pre-defined social roles which afford opportunities for identity negotiation and interactional benefits.  相似文献   

Young people’s cognitive achievement as fostered by hands-on-centred environmental education     

Olivia Dieser  Franz X. Bogner 《Environmental Education Research》2016,22(7):943-957

In line with previous studies, where outdoor nature experience was shown to support adolescents’ environmental knowledge, our study monitored the influence of a hands-on environmental programme within a National Park on cognitive knowledge achievement. A sample of 4th and 5th graders (n = 289) completed a week-long outreach conservation programme with two follow-up options: the first group (n = 170) interacted with thematic posters, the second group (n = 128) also completed a thematic board game. In a quasi-experimental design, we analysed both versions with regard to achievement efforts and individual situational emotions. Altogether, programme participation added cognitive knowledge, while group one (poster and board game as follow-up option) outmatched group two (just the poster option). Measures of 'state' and 'situational' emotions regarding the programme and right after game participation revealed positive effects toward knowledge. Thus, we conclude, direct experiences with nature and additional hands-on follow-up activities may foster a student’s cognitive achievement in such programmes.  相似文献   

Understanding Spelling     

Olivia O&#x;Sullivan 《Literacy》2000,34(1):9-16

Stage models of learning to spell have not been helpful to teachers in teaching spelling. A three year project, based in three inner London primary schools, showed that although there is a developmental dimension to learning to spell, children nevertheless draw on several sources of knowledge from the outset. Reading and spelling are related but it is likely that phonemic understanding is gained more readily through spelling than it is in the context of reading. The project set out to examine how children develop as spellers and the nature of the links between children’s development in spelling, writing and reading. It examined the progress in spelling of two groups of children: a KS 1 group of children learning to read and write, and of a group of KS2 children who were fluent readers but who had spelling difficulties. The project also drew out the implications of its study for teachers and developed a spelling assessment framework to help teachers in analysing children’s spellings.  相似文献