Should American studies study itself?     

James E. Hartley 《Academic Questions》2004,17(2):33-44

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Peer choice – does reviewer self‐selection work?          下载免费PDF全文

James Hartley  John Cowan  Nick Rushby 《Learned Publishing》2016,29(1):27-29

The British Journal of Educational Technology (BJET) uses a novel system for obtaining referees by e‐mailing the abstracts of submissions to a panel of over 250 referees and allowing these individuals to choose which papers they would like to review. An analysis of 13 experienced referees showed that, of 473 reviews assessed, these referees were slightly more lenient than the editor and that electronic records provide useful data that can be mined in interesting ways.  相似文献   

A critical appraisal of Marie Clay's ‘Concepts About Print Test’     

David N. Hartley  Peter G. Quine 《Literacy》1982,16(2):109-112

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The psychologist as wordsmith: a questionnaire study of the writing strategies of productive British psychologists     

James Hartley  Alan Branthwaite 《Higher Education》1989,18(4):423-452

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Down with ‘op. cit.’     

James Hartley 《Learned Publishing》2005,18(1):75-77

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Current findings from research on structured abstracts.   总被引：5，自引：0，他引：5  

James Hartley 《Journal of the Medical Library Association》2004,92(3):368-371

BACKGROUND: Structured abstracts were introduced into medical research journals in the mid 1980s. Since then they have been widely used in this and other contexts. AIM: The aim of this paper is to summarize the main findings from research on structured abstracts and to discuss the limitations of some aspects of this research. METHOD: A narrative literature review of all of the relevant papers known to the author was conducted. RESULTS: Structured abstracts are typically longer than traditional ones, but they are also judged to be more informative and accessible. Authors and readers also judge them to be more useful than traditional abstracts. However, not all studies use "real-life" published examples from different authors in their work, and more work needs to be done in some cases. CONCLUSIONS: The findings generally support the notion that structured abstracts can be profitably introduced into research journals. Some arguments for this, however, have more research support than others.  相似文献   

Influence of Session Context on Physical Activity Levels Among Russian Girls During a Summer Camp     

Justin M. Guagliano  Natalie J. Updyke  Natalia V. Rodicheva  Sara K. Rosenkranz  David A. Dzewaltowski  Chelsey R. Schlechter 《Research quarterly for exercise and sport》2017,88(3):352-357

Purpose: This study investigated the effect of summer camp session context on Russian girls’ physical activity (PA). Method: Girls (n = 32, M_age = 10.7 years, SD = 0.6 years) from a resident summer camp taking place in the Vologda Region of Russia were exposed to 1 session context/day (i.e., free play, organized with no choice, organized with choice) on Wednesday, Thursday, and Friday for 3 weeks, with the context order counterbalanced across the 3 weeks. The organized session sport/game changed weekly. The primary outcome was accelerometer-assessed PA. Repeated-measures mixed models were used to analyze all outcome data. Results: Findings showed that girls spent a greater percentage of session time (%time) in moderate-to-vigorous PA (p < .001; effect sizes between free play and organized with no choice and organized with choice, respectively = .60, .42) and moderate PA (p < .001; effect size = .57, .39) and a lower %time in light PA (p < .001; effect size = .55, .52) in organized PA contexts compared with free play. Conclusions: This study provides novel findings in a Russian setting, suggesting that a well-planned, organized camp session can elicit higher PA levels in girls, relative to a free-play session.  相似文献   

Description of the delta of Danube,and of the works recently executed at the Sulina Mouth     

C.A. Hartley 《Journal of The Franklin Institute》1862,74(3):161-166

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Support for Students with Hidden Disabilities in Universities: A Case Study     

Donna Couzens  Shiralee Poed  Mika Kataoka  Alicia Brandon  Judy Hartley  Deb Keen 《International Journal of Disability, Development & Education》2015,62(1):24-41

More students with disabilities are accessing the tertiary sector with many disabilities not easily observed (or hidden), because there are no physical indicators. These “hidden” disabilities affect a variety of cognitive processes and may be developmental or acquired. To ensure students with hidden disabilities can enrol, engage in and benefit from tertiary education, universities generally provide a range of supports. Typically these supports and any reasonable adjustments are negotiated with students taking into account a number of factors including, where available, any supporting documentation that they might be able to provide. This case study reports efforts within one large Australian university to support higher education students with hidden disabilities on campus. Perceptions on the use of and barriers to support available were collected from seven undergraduate students who self-identified as having hidden disabilities and from eight support staff. Results indicated that students found their informal networks to be their most effective supports, closely followed by clear, caring and flexible lecturers and tutors. There were mixed positive and negative perceptions reported on the universal and disability-specific supports available. Implications and future research directions are discussed.  相似文献   

Oxford handbook of internet psychology – Edited by Adam Joinson     

James Hartley   《British journal of educational technology : journal of the Council for Educational Technology》2008,39(3):561-562

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