Building bridges rather than walls: research into an experiential model of interfaith education in secondary schools     

Tim McCowan 《British Journal of Religious Education》2017,39(3):269-278

This paper examines research findings from an experiential model of interfaith education called the Building Bridges through Interfaith Dialogue in Schools Programme (BBP). The BBP has been operating continuously in Melbourne, Australia since 2004. In the research, participating students were interviewed and surveyed to assess the effect of this experiential interfaith education programme on their knowledge, attitudes, perspectives and behaviour toward those from different religious and cultural backgrounds to them. Some of the data from those interviews are included in this article. The findings identify that the programme promoted religious literacy, (including improved knowledge, understanding and appreciation for different religious and cultural traditions and their practices), dismantled prejudice from ignorance and overly generalised stereotypes of others, and promoted social inclusion and cohesion.  相似文献   

The invisible impact of educational research     

Tim Cain  David Allan 《牛津教育评论》2017,43(6):718-732

Although there are policy calls for educational research to discover ‘what works’ and thereby inform decision making directly, the research literature argues instead for research to have a ‘conceptual’ impact on practice. Empirical studies also suggest that, when teachers use research, their use is conceptual; research influences the content and the process of their thinking, changing attitudes and perceptions and making educational decision making more intelligent. This study investigates the ways in which educational research has achieved impact on practice from the perspective of the researchers. A sample of highly-rated impact case studies in the UK’s research assessment exercise (REF2014) were subject to content analysis, using qualitative coding techniques. Analysis shows that most research is ‘invisible’ to education practitioners because it is embedded in educational policies, technologies, and services. This ‘invisible use’ is unlikely to realise the conceptual benefits claimed for research utilisation. If educational research is to make educational decision making more intelligent at its point of use, it will be necessary to re-think current notions of quality in research impact.  相似文献   

The development of the classroom social climate during the first months of the school year     

M. Tim Mainhard  Mieke BrekelmansPerry den Brok  Theo Wubbels 《Contemporary educational psychology》2011,36(3):190-200

In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year.  相似文献   

数字时代的长文     

吴万伟  提姆·埃布纳 《青年记者》2011,(31)

目前,篇幅较长的文章面临着严峻的挑战.怎样才能够持续吸引网络读者的注意力?因为网络读者更可能喜欢快速点击而不是一页一页地阅读.内容维护者的新群体说,正是移动设备和应用程序增强了长文的吸引力,并再次创造出能坐下来认真阅读的读者.  相似文献   

Use of dual-task methodology for skill assessment and development: examples from rugby league   总被引：2，自引：1，他引：1  

Gabbett T  Wake M  Abernethy B 《Journal of sports sciences》2011,29(1):7-18

We assessed the attentional demands of drawing and passing in rugby league players and investigated the effects of single-task and dual-task training on the acquisition, retention, and transfer of skill in these athletes. In Study 1, high-skilled and lesser-skilled rugby league players performed a standardized 2-on-1 drill under single-task (primary skill in isolation) and dual-task (primary skill while performing a secondary verbal tone recognition task) conditions. No differences were detected in primary task performance between groups, although the performance of the high-skilled players was more resistant to skill decrement under dual-task conditions. In Study 2, high-performance rugby league players were randomly allocated to either a single-task or dual-task training group. Each group underwent 8 weeks of training between the pre- and post-test sessions. While the mean improvement for draw and pass proficiency under dual-task conditions in the dual-task training group was greater than in the single-task training group (10.0% vs. 2.3%), the differences, while providing a moderate effect size (d = 0.57), were not statistically significant. These results suggest that the attentional demands of drawing and passing are reduced in high-skilled rugby league players compared with their lesser-skilled counterparts. In addition, compared with single-task training, dual-task training appears to improve the ability to perform dual-task draw and pass tasks (possibly through an improvement in time-sharing skills). Further studies are required to verify the efficacy of dual-task training as a training stimulus.  相似文献   

The role of athlete narcissism in moderating the relationship between coaches' transformational leader behaviors and athlete motivation     

Arthur CA  Woodman T  Ong CW  Hardy L  Ntoumanis N 《运动与训练心理学杂志》2011,33(1):3-19

Leadership research that examines follower characteristics as a potential moderator of leadership effectiveness is lacking. Within Bass's (1985) transformational leadership framework, we examined follower narcissism as a moderator of the coach behavior-coach effectiveness relationship. Youth athletes (male = 103, female = 106) from the Singapore Sports Academy (mean age = 14.28, SD = 1.40 years) completed the Differentiated Transformational Leadership Inventory (Callow, Smith, Hardy, Arthur, & Hardy, 2009), the Narcissistic Personality Inventory (Raskin & Terry, 1988), and indices of follower effort. Multilevel analyses revealed that athlete narcissism moderated the relationship between fostering acceptance of group goals and athlete effort and between high performance expectations and athlete effort. All the other transformational leader behaviors demonstrated main effects on follower effort, except for inspirational motivation.  相似文献   

Sex and Selection: a Reply to Matthen     

Lewens  Tim 《The British journal for the philosophy of science》2001,52(3):589-598

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A comparison of physiological and anthropometric characteristics among playing positions in sub-elite rugby league players     

Gabbett TJ 《Journal of sports sciences》2006,24(12):1273-1280

This study compared the physiological and anthropometric characteristics of specific playing positions and positional playing groups in sub-elite rugby league players. Altogether, 415 sub-elite rugby league players underwent measurements of standard anthropometry (body mass, height, sum of four skinfolds), muscular power (vertical jump), speed (10-m, 20-m, and 40-m sprint), agility ("L" run), and estimated maximal aerobic power (multi-stage fitness test). Props were significantly heavier and had a greater skinfold thickness than all other playing positions. Centres, fullbacks, and hookers were faster than props over 40 m. When the data were analysed according to positional commonality, props were taller, heavier, had a greater skinfold thickness, were less agile, and were slower over 10 m than all other positional groups. The hookers/halves and outside backs positional groups were significantly faster over 40 m than the backrowers and props positional groups. In addition, the hookers/halves and outside backs positional groups had significantly greater estimated maximal aerobic power than the props positional group. The results of this study demonstrate that few physiological and anthropometric differences exist among individual playing positions in sub-elite rugby league players, although props are taller, heavier, have greater skinfold thickness, slower 10-m and 40-m speed, less agility, and lower estimated maximal aerobic power than other positional groups. These findings provide normative data for sub-elite rugby league players competing in specific individual positions and positional playing groups.  相似文献   

Formula for Uncertainty     

Tim Lee 《British Journal of Special Education》1991,18(3):100-102

How LEAs are measuring and allocating resources for special educational needs varies widely. Yet their formulae for doing so are likely to make the difference between enabling pupils with special needs to progress in their learning and, conversely, reducing the support they may need. Tim Lee, research fellow, Centre for the Analysis of Social Policy, Bath University, reports on the latest surveys of LEAs' funding policies.  相似文献   

The Economics of Smallness: the case of small primary schools     

Tim Simkins 《Educational studies》1980,6(1):79-91

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