Get ‘Real’: Does Practicing Speeches Before an Audience Improve Performance?     

Tony E. Smith  Ann Bainbridge Frymier 《Communication quarterly》2013,61(1):111-125

Public speaking texts and instructors typically encourage students to practice speeches as a means of managing anxiety and enhancing performance. The effectiveness of various speech practice methods has received little attention. Participants completed the PRCA-24 and PRPSA-34, and indicated the number of times they used a variety of practice methods to prepare for a speech. Upon completing this questionnaire, participants delivered a videotaped speech. Students who practiced their speech before an audience received higher evaluation scores than did students who practiced without an audience. In addition, students who practiced their speech before larger audiences received higher evaluation scores than students who practiced before smaller audiences.  相似文献   

Learning with trade unions: a contemporary agenda in employment relations     

Tony Brown 《Studies in Continuing Education》2013,35(2):209-210

This paper seeks to advance our understanding of the credit transfer phenomenon in the UK, specifically how students draw on a credit as a form of institutional cultural capital. Drawing on interviews with 26 part-time mature learners, this paper examines the progressive and retrospective orientations to study that surfaced in students' accounts of credit transfer and their lifelong learning journeys. A common theme of ‘unfinished business’ appeared to dominate these accounts and a narrative-oriented analysis of the findings revealed the role of credit transfer in enabling students to complete varied personal projects or forms of ‘unfinished business’. The findings of this work suggest that in an increasingly complex higher education market, there is a need to understand students' strategic use of the credit they accumulate. In particular, this paper explores how credit transfer features in the narratives of students' successful learning journeys.  相似文献   

Using film in teaching and learning about changing societies     

Tony Brown 《International Journal of Lifelong Education》2013,32(2):233-247

This paper discusses how using feature films in a graduate university subject for adult educators can pose questions about pressing social issues and develop critical thinking and consciousness. While a variety of film sources were used, the focus of this paper is on four feature films that were chosen to highlight a particular approach to learning. Firstly, films were chosen where the filmmaker’s intention was to pose questions raised in stories of everyday life and which wove together personal dilemmas and choice. These films were set in different countries and against a backdrop of particular histories. Secondly, films that sought to re‐present collective identities, and most importantly the diversity within working class identity, were selected. Thirdly, films that enabled viewers to examine common ‘truths’ against actual social conditions, and probed beneath that accepted or prevailing wisdom, were chosen to develop critical understanding or ideology critique. Drawing on theories of learning, storytelling and narrative the paper considers how films of everyday life can be used to facilitate a dialogic approach to understand changes taking place in different parts of the world and the impact they have on different groups of people, notably those exploited or marginalised by the new global market.  相似文献   

Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress     

Tony Dowden  Sharon Pittaway  Helen Yost  Robyn McCarthy 《Assessment & Evaluation in Higher Education》2013,38(3):349-362

A small but growing body of research has investigated students’ perceptions of written feedback in higher education but little attention has been brought to bear on students’ emotional responses to feedback. This paper investigates students’ perceptions of written feedback with particular emphasis on their emotional responses within a teacher education programme in a regional Australian university. Online questionnaires were used to gather qualitative data from cohorts of distance students and on-campus students. The study found that students’ emotions strongly mediated their perceptions of written feedback. The paper concludes that in order to accommodate students’ emotional responses, effective written feedback should be aligned with pedagogies which specifically include the development of rich dialogue within the teaching and learning context.  相似文献   

The politics are personal: The Australian vs the Australian curriculum in history     

Tony Taylor  Sue Collins 《Curriculum Journal》2013,24(4):531-552

This article reviews the relationship between the conservative newspaper The Australian and the development of a national history curriculum in Australia. The lead author surveyed the major Australian press in the five-year period between 2007 and 2012 and found clear patterns of difference between The Australian and other press outlets in relation to education in general and history curriculum in particular. Using Jonathan Haidt's five-point model of moral values, the article analyses the behaviour of the press in Australia in relation to history education as a feature of moral preferences. Extending from this analysis, it then highlights a number of cases of press campaigns in The Australian targeted against individuals including one academic involved in the development of a national curriculum. The article demonstrates that a culture of aggressive conservatism exercised in this Murdoch press outlet reaches beyond the field of conventional political debate to constitute a serious and concerning influence in the dynamics of curriculum policy development.  相似文献   

Engineers for India: The Royal Indian Engineering College at Cooper's Hill     

Brendan Cuddy  Tony Mansell 《History of education》2013,42(1):107-123

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A biomechanical comparison of the topspin and backspin forehand approach shots in tennis     

Bruce Elliott  Tony Marsh 《Journal of sports sciences》2013,31(3):215-227

Three‐dimensional (3‐D) high‐speed cinematographic techniques were used to record topspin and backspin forehand approach shots hit down‐the‐line by high‐performance players. The direct linear transformation (DLT) technique was used in the 3‐D space reconstruction from 2‐D images recorded via laterally placed phase‐locked cameras operating at 200 Hz. A Mann‐Whitney U‐test was calculated for the different aspects of the topspin and backspin shots to test for significance (P<0.05).

A significant difference was recorded between topspin and backspin shots in the angle of the racket at the completion of the backswing. The racket was taken 0.48 rad past a line drawn perpendicular to the back fence for topspin trials, but only rotated 0.86 rad from a line parallel to the net in the backspin shot. Maximum racket velocities occurred prior to impact and were significantly higher in topspin (26.5 m s‐¹) compared to backspin (16.6 m s^‐1) trials. This resulted in the topspin trials recording a significantly higher ball velocity compared to backspin trials (27.6 m s^‐1 vs 21.7 m s^‐1). Pre‐impact racket trajectories revealed that in topspin shots the racket moved on an upward path of 0.48 rad while in backspin shots it moved down at an angle of 0.34 rad. In the topspin trials impact occurred significantly further forward of the front foot than in backspin shots (0.26 m vs 0.05 m) while the angle of the racket was the same for both strokes (0.14 rad behind a line parallel to the net). The mean angle of the racket‐face at impact was inclined backwards by 0.11 rad for backspin strokes and rotated forward by 0.13 rad for topspin strokes. Angles of incidence and reflection of the impact between the ball and the court showed that backspin trials had larger angles of incidence and reflection than topspin strokes.  相似文献   

Claude Walter Masters,Rugby, Football and the Working Classes in Victorian and Edwardian York     

Tony Collins 《国际体育史杂志》2013,30(9):1216-1218

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Seeing it Differently: Physical Education,Teacher Education and the Possibilities of Personal Construct Theory     

Tony Rossi 《Sport, Education and Society》2013,18(2):205-220

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Heritage,Labour and the Working Classes     

Tony Butler 《Curator: The Museum Journal》2012,55(2):243-245

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