Science under inquisition: heresy and knowledge in Catholic reformation Rome     

Findlen P  Marcus H 《Isis; an international review devoted to the history of science and its cultural influences》2012,103(2):376-382

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A quality of interrelating: describing a form of meaningful experience on a wilderness river journey     

Marcus Morse 《Journal of Adventure Education & Outdoor Learning》2013,13(1):42-55

In this paper I identify the components of ‘meaningful experiences’ for participants on a wilderness river rafting journey. The research is phenomenologically informed, and includes interviews, journals, observations and follow-up emails from 32 participants on eight Franklin River (Tasmania) 10-day trips. It elicits individual perceptions of meaningful experiences and combines recollections to reveal the commonalities within those experiences. The research identifies two key recurrent ‘streams of experience’ that provide meaning. The two recurrent streams of experience involved, firstly, a feeling of humility and, secondly, being alive to the present. In this paper I focus on the stream of experience surrounding a feeling of humility, highlighting the qualities of the ways in which participants interrelated with their surrounding environments and the structure of such experiences. Additionally, I consider some unique elements of the wilderness river journey that contributed to the experiences that participants valued as meaningful.  相似文献   

In their own words: criminals on crime     

Marcus Felson 《Journal of Criminal Justice Education》2013,24(2):252-254

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STRUGGLING TOWARD TRANSFORMATION: DEVELOPING AUTONOMY THROUGH TEAMWORK     

Deborah Burk Rodgers  Maylan Dunn 《Journal of Early Childhood Teacher Education》2013,34(3):271-289

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Historical perspective taking: A standardized measure for an aspect of students' historical thinking     

Ulrike Hartmann  Marcus Hasselhorn   《Learning and individual differences》2008,18(2):264-270

Researchers widely agree that learning history should involve more than learning historical facts and should include competencies of historical thinking. Various models of historical thinking view students' competency to take historical perspectives as a standard in history education. In this study we introduce a standardized measure for historical perspective taking (HPT) consisting of a short scenario set in the German Weimar Republic. We assessed students' HPT by using rating scales; our data were obtained in grammar schools from 170 German 10th graders. Latent class analyses identified three types of students with similar profiles of HPT. One was present-oriented and two showed more or less contextualized historical thinking. Students' history grades were connected to their HPT competency. We discuss limitations of the study and argue for further research on measures assessing students' historical thinking.  相似文献   

Performance strategies of US Olympians in practice and competition     

Marcus K. Taylor  Daniel Gould  Cristina Rolo 《High Ability Studies》2008,19(1):19-36

Until recently, no self‐report instruments have examined psychological skills use in both practice and competition. In light of the significant role of practice in sport performance outcomes, a need exists to measure these skills in both domains. This study was designed to investigate differences in performance strategies of US Olympians in both practice and competition. The Test of Performance Strategies was administered to 176 US participants in the 2000 Sydney Olympic Summer Games. Discriminant function analyses demonstrated significant differences between medalists and nonmedalists in both the competition and practice performance strategies. Furthermore, significant gender and age differences were identified for competition strategies only. The 16 subscales of the TOPS, with two exceptions, create an internally stable instrument with moderate predictive ability relative to quality of sport performance, gender, and age in this elite sample of athletes.  相似文献   

Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance     

Sotola  Lukas K.  Crede  Marcus 《Educational Psychology Review》2021,33(2):407-426

Educational Psychology Review - We present the results of a meta-analytic synthesis of the literature on the association between the use of frequent low-stakes quizzes in real classes and...  相似文献   

Reading as pleasure or difficult task: Easy reading and disenchantment     

Bill Dunn 《Literacy》1985,19(3):140-146

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Review of Enterprise Information Portals and Knowledge Management     

Marcus Spies 《知识管理研究与实践》2003,1(2):120-122

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Epistemology of Visual Thinking in Elementary Real Analysis   总被引：2，自引：0，他引：2  

Giaquinto  Marcus 《The British journal for the philosophy of science》1994,45(3):789-813

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