Last call for proposals. NSPI conference—Chicago,april 22-26, 1985     

Dick Lincoln 《Performance Improvement》1984,23(6):c12-c17

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Guide to New Resources     

Ming Fang He  Jeff Sapp  Maria José Botelho  Isabel Nuñez  Wynnetta Scott-Simmons  Lincoln Johnson 《Multicultural Perspectives》2014,16(1):53-62

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Increasing plantarflexion angle during landing reduces vertical ground reaction forces,loading rates and the hip’s contribution to support moment within participants     

K. Michael Rowley  James G. Richards 《Journal of sports sciences》2015,33(18):1922-1931

The ankle joint’s role in shock absorption during landing has been researched in many studies, which have found that landing with higher amounts of plantarflexion (PF) results in lower peak vertical ground reaction forces and loading rates. However, there has not yet been a study that compares drop landings within participants along a quantitative continuum of PF angles. Using a custom-written real-time feedback program, participants adjusted their ankles to an instructed PF angle and dropped onto two force platforms. For increasing PF, peak ground reaction force and peak loading rate during weight acceptance decreased significantly. The hip’s contribution to peak support moment decreased as PF at initial contact increased up to 30°. The ankle and knee contributions increased over this same continuum of PF angles. There appears to be no optimal PF angle based on peak ground reaction force and loading rate measurements, but there may be an optimum where joint contributions to peak support moment converge and the hip moment’s contribution is minimised.  相似文献   

Introducing veteran critical theory     

Glenn A. Phillips  Yvonna S. Lincoln 《International journal of qualitative studies in education》2017,30(7):656-668

Research on student veterans is in an infant state. As veterans continue to enroll in institutions of higher education, researchers must explore new ways of knowing student veterans. It is not enough to only describe and model this growing demographic, researchers must also have a tool for criticism and question. The next in an important tradition of emancipatory paradigms, this article suggests a critical theory built on current critical conversations but adapted for the unique characteristics of the student veteran. The article defines the need for a critical theory (Veteran Critical Theory), explains 11 tenets for this new theory, and discusses how these tenets could be used by administrators, faculty, student affairs professionals, and students in the higher education community.  相似文献   

A longitudinal examination of African American adolescents' attributions about achievement outcomes     

Swinton AD  Kurtz-Costes B  Rowley SJ  Okeke-Adeyanju N 《Child development》2011,82(5):1486-1500

Developmental, gender, and academic domain differences in causal attributions and the influence of attributions on classroom engagement were explored longitudinally in 115 African American adolescents. In Grades 8 and 11, adolescents reported attributions for success and failure in math, English and writing, and science. In Grade 11, English and mathematics teachers rated students' classroom engagement. Boys were more likely than girls to attribute math successes to high ability and to attribute English failures to low ability. Both genders' ability attributions for math became more negative from eighth to eleventh grades. Grade 8 attributions of math failure to lack of ability were negatively related to Grade 11 math classroom engagement. Results illustrate the gendered nature of motivational beliefs among Black youth.  相似文献   

Factors affecting attitudes and intentions towards knowledge sharing in the Dubai Police Force     

Ibrahim Seba  Jennifer Rowley  Sian Lambert 《International Journal of Information Management》2012

This study contributes to the limited research base on knowledge sharing in public sector organisations, specifically police forces, and organisations in the Middle East through a case study investigation into the factors that affect knowledge sharing in the Dubai Police Force. A questionnaire-based survey was conducted with staff in key departments in the Dubai Police Force. Informed by the literature and by interviews conducted in a previous phase, the core of the questionnaire was a bank of Likert-style questions covering the dependent variables intention to knowledge share, and attitude towards knowledge sharing, and the independent variables, trust, organisational structure, leadership, reward, time, and information technology. Data was analysed using structured equation modelling, in order to test the measurement model using confirmatory factor analysis, and to test the structural model. The structural model suggests a strong relationship between attitude to knowledge sharing, and intention to share knowledge. Hypotheses regarding the influence of leadership, trust, organisational structure, time, and information technology on attitude to knowledge sharing were upheld. Rewards did not to influence attitude to knowledge sharing. Recommendations are offered for practice and further research.  相似文献   

Performance Indicators as a Foundation of Institutional Autonomy: Implications for Higher Education Institutions in Europe     

Darrell R. Lewis  Lincoln Kallsen 《Tertiary Education and Management》2013,19(3):203-226

There has developed moderate discussion in European higher education about the use of performance indicators for both accountability and evaluation purposes. This paper begins by summarizing governmental expectations, institutional objections, and several of the controversies surrounding performance measures. We then report on using performance indicators for both external accountability and strategic planning in a case study of a public research extensive university in the United States, including how the flows of resources and students have changed following the use of institutional performance measures in strategic planning.  相似文献   

Learning Styles of ESL Students in Community Colleges     

Felicia Lincoln  Barbara Rademacher 《Community College Journal of Research & Practice》2013,37(5-6):485-500

This study investigated the learning styles of adult English as a second language (ESL) students in Northwest Arkansas. Learning style differences by age, gender, and country of origin were explored. A total of 69 northwest Arkansas adult ESL students attending 7 adult-education centers were administered the VARK Learning Styles Questionnaire. Most participants came from Mexico and El Salvador, their ages ranged from 23 to 45, and females were an average of 10 years older than males. Note taking was chosen by 1/3 of participants as their favorite learning style, 20% favored aural modes, 15% favored kinesthetic, 4% favored visual, and 15% chose combinations of learning styles. Females chose auditory and multimodal learning styles, while males favored note taking. Students differed by level of English proficiency, beginning-intermediate favoring aural learning styles more than advanced students. ANOVA results indicated that participants were significantly less visual and more read-write than either aural or kinesthetic, but males and females differed significantly in their choice of aural learning. Hispanic males chose note taking and kinesthetic learning styles significantly more than visual or auditory modes of learning. Hispanic females chose note taking, aural, and kinesthetic learning styles significantly more than visual. Asian males favored note taking and aural learning. Correlation was found between age and learning styles with subgroups exhibiting a negative correlation between age and kinesthetic learning, with Mexican males and females exhibiting the strongest negative correlation. Males showed a low positive correlation between age and note taking.  相似文献   

All students in higher education should submit their assignments in word processed form. Should they?     

Jennifer Rowley 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(3):225-227

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Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees     

Colette Ankers de Salis  Avril Rowley  Kathy Stokell 《Education 3-13》2019,47(4):475-489

Primary teaching Initial Teacher Training courses across the UK have been under pressure from central government, Ofsted and the media to recruit more male students to their courses with the aim of increasing the proportion of males in the primary teaching workforce. This is because increasing the number of male role models in primary schools has been mooted as the solution to boys’ underachievement, especially in reading and writing. There is, however, little evidence showing any correlation between boys’ educational outcomes and the number of male primary teachers in schools. The purpose of the project reported in this paper was to ascertain the beliefs of the future primary school workforce about this focus on the need for male role models in schools. A mixed-methods approach was employed: 120 male and female primary trainees were surveyed and a further 48 took part in group interviews, all of whom were based in an Initial Teacher Training department in a university in North West England. Results indicated that although aspiring teachers felt that males and females could make equally good role models for children their personal value systems perpetuated the myth that boys need male role models to achieve better educational outcomes.  相似文献