Quality,diversity and lesson learning in international education     

Yusuf Sayed  Paul Morris  Nitya Rao 《Compare》2011,41(3):307-310

  相似文献   

Establishing a successful physical activity program to recruit and retain women     

Clare Hanlon  Tony Morris  Susan Nabbs 《Sport Management Review》2010,13(3):269-282

Increasingly, health organisations and governing bodies in developed countries are paying serious attention to the problem of adult inactivity. Many of the programs designed to increase levels of activity, particularly amongst target populations, such as women, have not been systematically assessed for their effectiveness in recruiting women and helping them maintain activity levels. The purpose of this study was to determine what attracted and sustained women to participate in physical activity programs. Responses from a survey to sport and recreation program providers identified 64 successful programs in the state of Victoria, Australia. Eight of these programs were purposively selected for case study analysis. Data was collected from a focus group with women participants from each of these eight programs. Six core themes emerged from inductive content analysis of the focus groups. The most frequent participant responses related to the social aspects of the exercise environment. Women in the focus groups valued instructor professionalism and instructors’ technical knowledge, however, it was their awareness and sensitivity that participants appreciated most. This exploratory study is important because it reflects the voices of women talking about what made physical activity programs successful for them. The study raises critical questions that should be examined systematically through large-scale survey research and field-based intervention studies, which in turn should stimulate program development to encourage women in physical activity.  相似文献   

Book reviews     

Friedrich Edding  G. W. Parkyn  Renzo Titone  Oskar Anweiler  Frederic Lilge  John Vaizey  Werner Levi  B. Magierska  Walter Schultze  Mary Ewen Ulich  Ben Morris  Ignacy SzAniawski  G. de Landsheere  M. L. Kellmer Pringle  W. Lenz  Rudolf Haas  John Bradley  Josip Lukatela  M. J. Langeveld  S. Wiegersma  H. H. Stern  H. P. Rickman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):471-498

  相似文献   

Open publishing     

Sally Morris 《Learned Publishing》2003,16(3):171-176

There is increasing pressure from academia to make the results of publicly funded research freely available to all. Preprint archives have grown up in some disciplines, and institutional archives are now being developed. While openly accessible preprints seem to have damaged publishers less than was originally feared, the final published versions of articles – when combined with sophisticated retrieval software – may turn out to be a different matter. Publishers have already done much to make their content more accessible through bundling, consortia licensing, access for less‐developed countries, more liberal customer and author agreements, and collective licensing. Some are experimenting with open access journals, although this may not work in all disciplines. It seems clear, however, that there are elements of value in journals themselves, and in the functions performed by journal publishers, which should survive.  相似文献   

<Emphasis Type="Italic">Chalk Talk</Emphasis>: Teaching Tips from the UGA Teaching Academy     

Libby V. Morris 《Innovative Higher Education》2011,36(1):1-2

  相似文献   

The Quest for Innovative Strategies to Increase Productivity     

Libby V. Morris 《Innovative Higher Education》2011,36(4):215-216

  相似文献   

Neurocognitive predictors of reading outcomes for children with reading disabilities     

Frijters JC  Lovett MW  Steinbach KA  Wolf M  Sevcik RA  Morris RD 《Journal of learning disabilities》2011,44(2):150-166

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.  相似文献   

Developing teaching self-efficacy in research institutions: A study of award-winning professors     

David B. Morris  Ellen L. Usher 《Contemporary educational psychology》2011,36(3):232-245

The purpose of this study was to assess the sources of award-wining research professors’ (six women; six men) teaching self-efficacy through the framework of Bandura’s (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related. Professors reported that their self-efficacy had generally stabilized within their first few years of assuming a tenure-track position. Participants framed negative events in adaptive ways that had little cost to their teaching self-efficacy.  相似文献   

‘The constant rejections hurt’: Skills and personal attributes needed to successfully complete a thesis by publication     

Margaret K. Merga  Shannon Mason  Julia E. Morris 《Learned Publishing》2019,32(3):271-281

The thesis by publication (TBP) is an increasingly popular approach to doctoral education that sees candidates publishing their research during their candidature, and including these outputs in their final thesis submission. Responsive to the realities of modern academia, a TBP provides doctoral candidates with opportunities to engage in the scholarly publication process, and to build their research portfolio. As the TBP gains further traction in many fields and countries, there is a need to better understand the skills and attributes needed to complete a TBP successfully. This paper draws on the views of 246 recent doctoral graduates of Australian universities to identify the skills and attributes they felt supported their success. Their responses have implications for the development and refinement of institutional policies and programs that are sensitive to the needs and experiences of doctoral candidates seeking to publish during candidature and create a TBP. As editors, peer‐reviewers, and publishers see a growing influx of papers sole‐ or co‐authored by doctoral candidates in response to the trend toward TBP, they may find themselves involved in supporting students to develop the skills and attributes needed to successfully publish during candidature.  相似文献   

Outcomes of an Institutional Quality and Safety Residency Program Initiative     

Tsveti Markova  Lisa Dillon  Pierre Morris  Khalid Zakaria  Giancarlo Zuliani 《Performance Improvement》2014,53(10):13-21

Although there are challenges in delivering a quality improvement initiative at academic medical centers, the potential benefits to resident physicians‐in‐training, hospitals, and patients are significant. This article describes the effects of an institution‐wide effort. Resident physicians‐in‐training from four medical specialty programs partnered with hospital staff while working on team quality‐improvement projects. We tracked clinical outcomes and used validated assessments. The results showed improvements in learning and organizational culture.  相似文献