Vocabulary of the Secondary Modern School Child     

D. G. Burns M.A.  Ph.D. 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2)

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A review of competencies needed for health librarians – a comparison of Irish and international practice          下载免费PDF全文

Aoife Lawton  Jane Burns 《Health information and libraries journal》2015,32(2):84-94

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The role of outdoor adventure education in facilitating groupwork in higher education     

Sam J. Cooley  Victoria E. Burns  Jennifer Cumming 《Higher Education》2015,69(4):567-582

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‘I like the sound of that’ – an evaluation of providing audio feedback via the virtual learning environment for summative assessment     

Clare Carruthers  Brenda McCarron  Peter Bolan  Adrian Devine  Una McMahon-Beattie  Amy Burns 《Assessment & Evaluation in Higher Education》2015,40(3):352-370

This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice, this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in the light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques, including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of the feedback mechanism, focusing on the most effective use of the digital medium, and highlights directions for future research.  相似文献   

Narrative construction of professional teacher identity of teachers with dyslexia   总被引：1，自引：0，他引：1  

Eila Burns  Sheena Bell   《Teaching and Teacher Education》2011,27(5):952-960

This paper considers the development of teachers’ professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within the framework of positioning theory and the theories of narrative identity, indicated that the interviewees constructed several professional teacher identities that were closely linked to each teacher’s perception of their dyslexia. The experience of dyslexia was clearly evident as a positive element in each identity. Instead of seeing it as an obstacle it can become a part of the teacher’s own identity and can be used as a tool to thrive in their profession.  相似文献   

A passion for portraits: Elizabeth Cay's pastels     

Thea Burns  Ashok Roy 《文物保护研究》2014,59(5):279-288

Elizabeth Cay (1771–1831), the grandmother of the Scottish physicist James Clerk Maxwell (1831–1879), was a talented amateur pastellist; several of her pastel portraits survive as does her set of pastels. She studied with Archibald Skirving (1749–1819), a Scottish miniature painter who later in life turned to larger-scale portraiture in pastel and served as drawing master to the Edinburgh elite. Cay's pastels are not fabricated sticks but consist of powdered pigment housed in various glass and ceramic containers and were apparently applied by stumps, still in her workbox, or brushes. The Cay color samples were identified by spectrographic analysis, polarized light microscopy, and microchemical tests which, in addition, indicated that a number of pigment mixtures present gave specific hues in keeping with earlier treatise accounts of the preparation of a pastel gamut for practical use. Elizabeth Cay's pastel workbox may be rare surviving evidence of one way, more common that we appreciate today, in which amateurs, and perhaps professionals, practiced pastel painting.  相似文献   

Notes on standard wave-lengths spectrographs,and spectrum tubes     

W.T. Meggars  Kelvin Burns 《Journal of The Franklin Institute》1922,194(2):244-245

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Attitudes to Self and to Three Categories of Others in a Student Group     

Robert B. Burns 《Educational studies》1975,1(3):181-189

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A single session of resistance exercise does not reduce postprandial lipaemia     

Burns SF  Corrie H  Holder E  Nightingale T  Stensel DJ 《Journal of sports sciences》2005,23(3):251-260

This study investigated the effect of a single session of resistance exercise on postprandial lipaemia. Eleven healthy normolipidaemic men with a mean age of 23 (standard error = 1.4) years performed two trials at least 1 week apart in a counterbalanced randomized design. In each trial, participants consumed a test meal (1.2 g fat, 1.1 g carbohydrate, 0.2 g protein and 68 kJ x kg(-1) body mass) between 08.00 and 09.00 h following a 12 h fast. The afternoon before one trial, the participants performed an 88 min bout of resistance exercise. Before the other trial, the participants were inactive (control trial). Resistance exercise was performed using free weights and included four sets of 10 repetitions of each of 11 exercises. Sets were performed at 80% of 10-repetition maximum with a 2 min work and rest interval. Venous blood samples were obtained in the fasted state and at intervals for 6 h postprandially. Fasting plasma triacylglycerol (TAG) concentration did not differ significantly between control (1.03 +/- 0.13 mmol x l(-1)) and exercise (0.94 +/- 0.09 mmol x l(-1)) trials (mean +/- standard error). Similarly, the 6 h total area under the plasma TAG concentration versus time curve did not differ significantly between the control (9.84 +/- 1.40 mmol l(-1) x 6 h(-1)) and exercise (9.38 +/- 1.12 mmol x l(-1) x 6 h(-1)) trials. These findings suggest that a single session of resistance exercise does not reduce postprandial lipaemia.  相似文献   

Educational effects of the Tools of the Mind curriculum: A randomized trial     

W. Steven Barnett  Kwanghee Jung  Donald J. Yarosz  Jessica Thomas  Amy Hornbeck  Robert Stechuk  Susan Burns 《Early childhood research quarterly》2008

The effectiveness of the Tools of the Mind (Tools) curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The Tools curriculum, based on the work of Vygotsky, focuses on the development of self-regulation at the same time as teaching literacy and mathematics skills in a way that is socially mediated by peers and teachers and with a focus on play. The control group experienced an established district-created model described as a “balanced literacy curriculum with themes.” Teachers and students were randomly assigned to either treatment or control classrooms. Children (88 Tools and 122 control) were compared on social behavior, language, and literacy growth. The Tools curriculum was found to improve classroom quality and children's executive function as indicated by lower scores on a problem behavior scale. There were indications that Tools also improved children's language development, but these effects were smaller and did not reach conventional levels of statistical significance in multi-level models or after adjustments for multiple comparisons. Our findings indicate that a developmentally appropriate curriculum with a strong emphasis on play can enhance learning and development so as to improve both the social and academic success of young children. Moreover, it is suggested that to the extent child care commonly increases behavior problems this outcome may be reversed through the use of more appropriate curricula that actually enhance self-regulation.  相似文献