Navigating Mandates and Working toward Coherence: Our Journey with a High-Stakes Teacher Performance Assessment     

Connor K. Warner  Clare V. Bell  Patricia Alvarez McHatton  Julia Atiles 《The Educational forum》2020,84(3):226-239

Abstract

This article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain significant insight into our practice.  相似文献   

A controlled video observational study of abused children     

Clare A. Hyman  Robert Parr 《Child abuse & neglect》1978,2(4):217-222

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ICT and resource–based learning: implications for the future     

Sarah McNicol  Clare Nankivell  & Tilusha Ghelani 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(4):393-401

Current learning and teaching methods, such as resource–based learning, require children to make use of a range of resources within and outside school. However, access to learning resources, especially ICT (information and communications technology), depends on the facilities available within a child's school, home and local community. A research project entitled "Children, Access and Learning: Resource–based Learning and the Impacts of Environment and Learning Cultures" was undertaken by CIRT (Centre for Information Research) at the University of Central England in Birmingham, UK between March 2000 and September 2001. This research emerged from concerns that circumstances in and beyond school may disadvantage those children without easy access to resources. This article outlines some of the findings of the research in the context of current debates surrounding the growing importance of ICT in education.  相似文献   

Bookreviews     

Gilbert de Landsheere  Marten Groen  John Biggs  John F. Willatt  David Thomas  Clare Burstall  Robin Russell  J. R. Barr  Gerhard Pause  Donald E. Super  John B. Biggs  Alan C. Purves  Klaus Schleicher  Herbert A. Thelen  Neville Postlethwaite  Börje Holmberg  Kenneth Austwick  Sven Hilding  A Group of Scottish Physics Teachers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):90-123

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Dialogue in organizations,developing relational leadership     

Clare Rigg 《Action Learning: Research and Practice》2016,13(2):192-193

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WhatsApp use among African international distance education (IDE) students: transferring,translating and transforming educational experiences     

Clare Madge  Markus Roos Breines  Mwazvita Tapiwa Beatrice Dalu  Ashley Gunter  Jenna Mittelmeier  Paul Prinsloo 《Learning, Media and Technology》2019,44(3):267-282

ABSTRACT

Much of the research on how social media is embedded into the educational practices of higher education students has a Western orientation. In concentrating on a case study of the varied ways in which African International Distance Education (IDE) students actively use social media to shape their learning experiences, we discuss an under-researched group. The paper draws on analysis of 1295 online questionnaires and 165 in-depth interviews with IDE students at UNISA, South Africa, one of the largest providers of IDE globally. WhatsApp emerges as ‘the’ key social media tool that opens up opportunities for IDE students to transfer, translate and transform their educational journey when studying ‘at a distance’. Although WhatsApp does provide a ‘space of opportunity’ for some students, this is framed through socio-technical marginalisation, itself a reflection of demographic legacies of inequality. Exploring social media practices though the case of African IDE students places these students centre stage and adds to the awareness of the multiple centres from which international education is practiced.  相似文献   

R. Mulder &; P. Sloane,eds, New Approaches to Vocational Education in Europe     

Clare Delany 《Vocations and Learning》2010,3(1):95-97

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The validity and inter-device variability of the Apple Watch™ for measuring maximal heart rate     

Grant Abt  James Bray  Amanda Clare Benson 《Journal of sports sciences》2018,36(13):1447-1452

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Dress for fit: An exploration of female activewear consumption     

Xiaochen Zhou  Clare Hanlon  Jonathan Robertson  Ramon Spaaij  Hans Westerbeek  Allison Hossack  Daniel C. Funk 《Sport Management Review》2018,21(4):403-415

While the female activewear market is growing rapidly, research on activewear consumption and female consumers is lagging. Existing researchers have failed to produce an in-depth understanding of female consumers’ perceptions of activewear, thereby providing limited insights for the activewear industry. Drawing upon brand association theory and the functional, expressive, and aesthetic model, the authors identify important attributes of activewear brands and how attributes lead to benefits pursued by female activewear consumers. Focus groups were conducted with 72 female activewear consumers in Australia. Findings reveal three product-related attributes (functional design, colour, and size and fit) and two non-product-related attributes (price and model imagery) influence the fulfillment of four benefits (mood enhancement, exercise facilitation, healthy and active lifestyle, and physical fit body image). This research contributes theoretical and empirical knowledge about activewear consumption and the vertical structure of brand associations. Findings of this research can help activewear brands deliver benefits to female consumers through improved product designs and marketing strategies.  相似文献   

Using transdisciplinary research to examine talent identification and development in sport     

Kristine Toohey  Clare MacMahon  Juanita Weissensteiner  Alana Thomson  Chris Auld  Anthony Beaton 《Sport in Society》2018,21(2):356-375

Abstract

Effective sport talent identification and development (TID) programmes are integral to a nation’s success in international sport. Using a transdisciplinary approach that involved sport practitioners and researchers with diverse theoretical perspectives, we investigated TID factors in four Australian sports (Australian rules football, cricket, kayaking and tennis). A transdisciplinary approach allowed us to isolate and explore a range of factors critical to successful sport TID. This methodological article explores how this project moved TID research beyond its paradigmatic, quantitative, sport science lens and advanced knowledge and practice in TID from both theoretical and applied perspectives. The use of a transdisciplinary approach in future TID research is recommended.  相似文献