Robert B. Townsend. History's Babel: Scholarship,Professionalization, and the Historical Enterprise in the United States, 1880–1940. Chicago,IL: University of Chicago Press, 2013. 272 pp. Cloth $90.00.          下载免费PDF全文

Sarah M. Iler  Bruce A. Kimball 《History of education quarterly》2015,55(1):123-126

  相似文献   

The use of poetry in a spiral-patterned methodology for research about love in early childhood     

Sarah Cousins 《International journal of qualitative studies in education》2017,30(4):323-339

Research about love in early childhood education and care is rare. Love is difficult topic to research and write about in scholarly contexts. In order to properly explore love in professional contexts, practitioner narratives on the topic were sought through individual, unstructured interviews. A spiral-patterned methodological approach was conceived of to convey the slow, recursive research process, with poetry-writing as a principle method of analysis. Other research activities took place as part of the process of making meaning, including mapping, reflective blogging, autobiographical compositions and thematic analysis. The topic of love was constructed as important in early childhood education and care. The spiral-patterned approach, with multiple methods and time to dwell on the data, was found to be helpful concept in research about affective matters.  相似文献   

Exploring the challenges in obtaining physical activity data from women using hip-worn accelerometers     

Wendy J. O’Brien  Sarah P. Shultz  Ridvan T. Firestone  Lily George  Bernhard H. Breier  Rozanne Kruger 《European Journal of Sport Science》2017,17(7):922-930

Quality objective physical activity data are required to inform physical activity-based health improvement initiatives, however, various challenges undermine acquisition of such data. We examined the efficacy and challenges of a hip-worn accelerometry protocol in women. Specific objectives included determining accelerometer-wear-compliance rates and understanding the barriers and acceptability of wearing accelerometers. Healthy New Zealand women (n?=?406) of three ethnicities (Māori (indigenous New Zealander), Pacific, European) aged 16–45 years (30.9?±?8.7 y) wore hip-mounted Actigraph wGT3X+ accelerometers for 7 consecutive days under a 24-h wear protocol. Post hoc, a sub-sample (n?=?45; age: 29.4?±?9.0 y) was interviewed to investigate comfort/convenience and burdens of accelerometer-wear. Wear-compliance (≥10?h/day, ≥4 day) was 86%. European women returned more valid data (92.7%, p?<?.04) than Pacific (73.0%) or Māori women (82.1%). Twenty-two participants (5.4%) had completely missing data; 13 due to lost accelerometers. Burden of accelerometer-wear was greatest during sleeping (66.7%) due to discomfort. Embarrassment of accelerometer visibility through clothing and consequent restricted clothing choices caused high burden in social settings (45.2%). Discomfort during sleeping, embarrassment due to perceived appearance in social settings and ethnicity are key factors affecting the efficacy of collecting physical activity data from women using hip-worn accelerometers. Refining accelerometer design to reduce size and subsequently participant burden should improve acceptability and wear-compliance. Increasing overall participant compliance by reducing burden and ensuring appropriate understanding of study aims and relevance should reduce attrition and improve wear-compliance and data quality when collecting accelerometry data from women of different ethnicities.  相似文献   

Parents as Experts on Children with Disabilities: Being Prepared for the Long-haul     

Sarah J. Denman 《International Journal of Disability, Development & Education》2014,61(4):434-440

  相似文献   

Foreword     

Sarah Staniforth 《文物保护研究》2014,59(5):Sxiii-Sxiv

  相似文献   

ArchiBabel: Tracing the Writing Architecture Project in Architectural Education          下载免费PDF全文

Sarah A. Lappin  Gül Kaçmaz Erk  Agustina Martire 《The International Journal of Art & Design Education》2015,34(2):224-236

Though much recent scholarship has investigated the potential of writing in creative practice (including visual arts, drama, even choreography), there are few models in the literature which discuss writing in the context of architectural education. This article aims to address this dearth of pedagogical research, analysing the cross‐disciplinary Writing Architecture Project based in the undergraduate course of Queens University Belfast's School of Architecture. Over the course of four years, teaching staff, in partnership with the university's Learning Development Service, technicians and specialist librarians, have addressed an unfortunately persistent struggle for both architecture students and professionals alike to research and construct argument in written form. The article examines the current problem as identified in the literature before analysing the efficacy of the variety of teaching methods used in the Writing Architecture Project, with conclusions about the project's success and continuing challenges.  相似文献   

Student Lives in Crisis: Deepening Inequality in Times of Austerity. By Lorenza Antonucci     

Sarah Stopforth 《British Journal of Educational Studies》2017,65(3):412-415

  相似文献   

Nobody tells you how to be a SENCo     

Sarah M. Rosen‐Webb 《British Journal of Special Education》2011,38(4):159-168

The ways in which SENCos identify themselves and how they enact the SENCo role is the focus of this research by Sarah Rosen‐Webb, an associate tutor and course coordinator at Middlesex University. Who becomes a SENCo and how different individuals develop their SENCo role is explored through the study of the career pathways of nine SENCos in nine secondary schools in England. Data from semi‐structured interviews and completion of Diamond Nine activities were coded and analysed using grounded theory procedures. Recommendations arising from this research indicate that recruitment initiatives and development programmes need to be alert to the dynamics between management and teaching roles of SENCos, and to be careful in maintaining a balance between management training and specialist teacher training.  相似文献   

Making Good on a Promise: The Education of Civil War Orphans in Pennsylvania, 1863–1893     

Sarah D. Bair 《History of education quarterly》2011,51(4):460-485

  相似文献   

Education and natural disasters     

Sarah Jayne Digby 《Compare》2015,45(2):334-336

  相似文献