New England Neo-Pagans: Medievalism,Fantasy, Religion     

Faye Ringel 《Journal of American culture (Malden, Mass. : 2003)》1994,17(3):65-68

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Designing informal learning experiences for early career academics using a knowledge ecosystem model     

Faye Miller  Helen Partridge  Christine Bruce  Brian Hemmings 《Journal of Further & Higher Education》2017,41(5):692-705

This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics.  相似文献   

Grandmother     

Faye Lone-Knapp 《International journal of qualitative studies in education》2013,26(4)

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‘Go over there and look at the pictures in the book’: an investigation of educational marginalisation,social interactions and achievement motivation in an alternative middle school setting     

Marnie Best  Deborah Price  Faye McCallum 《International Journal of Inclusive Education》2013,17(4):422-434

The middle years of school represent a time of educational turbulence, serving to marginalise some students from educational opportunities. Much research has focussed on individual cognitive factors influencing educational engagement, with less attention directed towards social interactions. Theoretically positioned within an expectancy–value model of achievement motivation, this study draws on the lived experience of a 12-year-old student within an alternative school in South Australia, Australia, to explore how social encounters may contribute to educational marginalisation. Findings from a narrative case study employing a semi-structured interview suggested that connections exist between social influences, such as interactions with teachers and peers, and subsequent achievement motivation. This study suggests that social interactions are critical determinants to an individual's educational engagement, affecting educational ability, expectancy and value beliefs.  相似文献   

Rapid Response Skills Training     

Anna Faye Kelley-Winders 《Community College Journal of Research & Practice》2013,37(11):927-929

Mississippi Gulf Coast Community College's (MGCCC) long-term commitment to providing workforce training in a post-Katrina environment became a catalyst for designing short-term flexible educational opportunities. Providing nationally recognized skills training for the recovery/rebuilding of communities challenged the college to develop innovative, rapid response programs for the construction and health care industries.  相似文献   

Opening Oz's curtain: who’s really running the annual IEP meeting to discuss secondary transition issues?     

Jamie L. Doronkin  James E. Martin  Barbara A. Greene  Belkis Choiseul‐Praslin  Faye Autry‐Schreffler 《Journal of Research in Special Educational Needs》2020,20(3):206-216

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Pasifika students: teachers and parents voice their perceptions of what provides supports and barriers to Pasifika students' achievement in literacy and learning     

Jo Fletcher  Faye Parkhill  Amosa Fa'afoi  Leali'ie'e Tufulasi Taleni  Bridget O'Regan 《Teaching and Teacher Education》2009

The changing ethnic population of schools in New Zealand challenges our educators to respond proactively in reviewing how students from minority groups develop effective literacy and learning skills. Pasifika students' achievement levels in literacy, particularly reading and writing literacy, has been an area of national focus for the Ministry of Education, teachers, teacher educators and the Pasifika community. For many students from a minority ethnic group, the interpretation of texts from a different culture provides challenges for teachers that require mediation in the construction of meaning. Our previous research accordingly asked Years 5–9 Pasifika students in mainstream schools in the South Island of New Zealand to tell us what they saw as supports and barriers to their literacy learning. The study that is the subject of this present article built on that research by asking the teachers and parents of Pasifika students in a cluster of schools to state what they thought supported or hindered literacy learning for these youngsters. Our particular aim was to enhance identification and understanding of pedagogical practices and family/community factors which influence literacy learning outcomes for Pasifika students during the primary school years. The research found that Pasifika students' literacy learning, and overall learning, was more likely to be enhanced when Pasifika values, language identities and cultural knowledge were made an implicit part of teaching and learning practices.  相似文献   

Development and initial validation of an instrument to assess stressors among South African sports coaches     

Alliance Kubayi  Abel Toriola  Faye Didymus 《Journal of sports sciences》2018,36(12):1378-1384

The aim of this series of studies was to develop and initially validate an instrument to assess stressors among South African sports coaches. In study one, a preliminary pool of 45 items was developed based on existing literature and an expert panel was employed to assess the content validity and applicability of these items. In study two, the 32 items that were retained after study one were analysed using principal component analysis (PCA). The resultant factorial structure comprised four components: environmental stressors, performance stressors, task-related stressors, and athlete stressors. These four components were made up of 26 items and, together, the components and items comprised the provisional Stressors in Sports Coaching Questionnaire (SSCQ). The results show that the SSCQ demonstrates acceptable internal consistency (.73–.89). The findings provide preliminary evidence that SSCQ is a valid tool to assess stressors among South African sports coaches.  相似文献   

Getting to the heart of the matter: A diary study of swimmers’ appraisals of organisational stressors     

Faye F. Didymus  David Fletcher 《Journal of sports sciences》2013,31(13):1375-1385

Abstract

We explored sport performers’ cognitive appraisals of organisational stressors. The relevant demands and transactional alternatives that athletes experience in relation to the situational properties were identified. Thirteen national standard swimmers completed semi-structured, interval-contingent daily diaries for a 28-day period. A combination of inductive and deductive content analysis was used to organise and analyse the diary entries with a focus on the following areas: organisational stressors, their underlying situational properties, and the swimmers’ transactional alternatives. One hundred and thirty-one of the organisational stressors were appraised as threat, 41 as challenge, and 83 as harm/loss. Support was found for the majority of Lazarus and Folkman's (1984) situational properties with the only exception being temporal uncertainty. Imminence was associated with the greatest number of threat appraisals (47), novelty was associated with the greatest number of challenge appraisals (17), and duration was associated with the greatest number of harm/loss appraisals (22). It is concluded that appraisal plays a pivotal role in sport performers’ experiences of their organisational environment. Swimmers’ transactional alternatives are influenced by the situational properties of the stressors encountered.  相似文献   

Science or mathematical fiction?     

Jan Faye 《Metascience》2013,22(3):595-598

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