A Vision for English: Rethinking the Revised National Curriculum in the Light of Contemporary Critical Theory     

John Williamson  Clare Woodall 《English in Education》1996,30(3):4-13

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Faculty Members Who Teach Online: A Phenomenographic Typology of Open Access Experiences     

A.M. Salaz  Nicole Johnston  Clare Pickles 《The Journal of Academic Librarianship》2018,44(1):125-132

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Contemporary families; translating research into practice     

Clare Middleton 《Educational Psychology in Practice》2017,33(3):337-338

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Translation across multiple boundaries     

Clare Rigg 《Action Learning: Research and Practice》2017,14(2)

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Screening for risk of low energy availability in athletic and recreationally active females in Ireland     

Danielle M. Logue  Sharon M. Madigan  Mirjam Heinen  Sarah-Jane McDonnell  Eamonn Delahunt  Clare A. Corish 《European Journal of Sport Science》2019,19(1):112-122

ABSTRACT

Introduction: Low energy availability (LEA) results in physiological adaptations, which can contribute to unfavourable health outcomes. Little information exists on risk of LEA in active individuals competing in different sports or levels of competition. The aims of this study were to (1) identify risk of LEA in females competing at different levels of competition and (2) investigate associations between risk of LEA, illness and dietary habits. Methods: The validated questionnaire, ‘Low Energy Availability in Females Questionnaire’ was distributed online (November 2016–February 2017) to assess risk of LEA. Twenty-nine additional questions collected information on demographics, illness history and dietary habits. Participants were considered at risk of LEA if they attained a score of?≥?8 and were grouped into: (i) international; (ii) provincial/inter-county; (iii) competitive; and (iv) recreationally active. Chi-square and logistic regression analyses were used to explore differences between those at risk or not at risk of LEA. Results: Risk of LEA was identified in 40% (n?=?331) of 833 participants and was 1.7 and 1.8 times more likely in international and provincial/inter-county athletes compared to those who were recreationally active (International: odds ratios (OR) 1.68, 95% confidence intervals (95%CI) 1.12–2.54; Provincial/inter-county: OR 1.83, 95%CI 1.20–2.77). In participants at risk of LEA, missing >22 days of training during the previous year due to illness occurred 3 times more frequently (OR 3.01, 95%CI 1.81–5.02). Conclusion: Risk of LEA was widespread in this heterogeneous sample. Awareness of LEA and the development of appropriate energy management strategies to ensure athlete health across levels of competition are required.  相似文献   

Mistrust,secrecy and suspicion     

Clare Rigg 《Action Learning: Research and Practice》2015,12(3):259-260

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Action learning and action research – revisiting similarities,differences, complementarities and whether it matters     

Clare Rigg  David Coghlan 《Action Learning: Research and Practice》2016,13(3):201-203

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Developmental discourses as a regime of truth in research with primary school students     

Clare Bartholomaeus 《International journal of qualitative studies in education》2016,29(7):911-924

While developmental discourses have been heavily critiqued in relation to education systems, less attention has been paid to how these impact the data collection process in classroom research. This article utilises Foucault’s concept of regime of truth to highlight the pervasiveness of developmental discourses when conducting research in primary schools. Such a theoretical framing makes explicit how developmental discourses work and are constructed as ‘truth’, which limit the possibilities for alternative perspectives. This article shows how this regime of truth works in practice by reflecting on qualitative research conducted with two age groups in two primary schools in Australia, focusing on the researcher’s navigations of these discourses. In particular, this article examines the impact of developmental discourses on conducting research with multiple age groups, initiating research, choosing methods for data collection, and negotiating power relations and ethical practices.  相似文献   

Text-based writing in elementary classrooms: teachers’ conceptions and practice     

Wang  Elaine Lin  Matsumura  Lindsay Clare 《Reading and writing》2019,32(2):405-438

Reading and Writing - Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however,...  相似文献   

Systemic action and learning in public services   总被引：1，自引：1，他引：0  

Clare Rigg 《Action Learning: Research and Practice》2011,8(1):15-26

Complex, systemic issues continue to challenge public services without respect for organisational and professional boundaries. In practice, collaborative working with others who have differing professional cultural norms and systems confront members with the need to learn about each other's values, priorities and practices. This paper explores the potential of action learning for the development of systemic leadership capabilities within public services. Starting from core principles it is argued that action learning be seen not simply as a small group process for problem-solving or individual development, but as a collective process for inquiring into and taking action on projects and practices within their complex, multi-agent contexts.  相似文献