Breaking with tradition: the reform of British veterinary education 1900–20     

Alison Kraft 《History of education》2013,42(3):317-336

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Spaces and physical education pre-service teachers’ narrative identities     

Alison Wrench 《Sport, Education and Society》2017,22(7):825-838

Stories or narratives are integral to meaning making in relation to selves, others and the choices we make in living. It follows that pre-service teachers’ narratives can provide a means for understanding experiences and processes of becoming teachers of physical education (PE). This paper reports on an interview-based inquiry from which biographical information was collated and constructed as narratives. The specific focus of this paper is demonstrating how Ricoeur's [1991a. Narrative identity. In D. Woods (Ed.), On Paul Ricoeur: Narrative and interpretation (pp. 188–199). London: Routledge; 1992. Oneself as another. Chicago, IL: University of Chicago Press] theorisation of narrative identity can generate understandings about incipient PE teacher identities as developed in various spaces and temporalities. Data are presented through a cluster of significant spaces: sport, families, schooling, PE and Teacher Education plus narratives. Findings indicate that in constructing narrative identities, participants activated links between spaces, their past, present and aspirational futures as teachers. Given this, I conclude by identifying possibilities for PE teacher educators in using personal narratives as resources for exploring significant lifeworld spaces and subjective possibilities.  相似文献   

Genetic and Environmental Influences on Developmental Milestones and Movement: Results From the Gemini Cohort Study     

Lee Smith  Cornelia H. M. van Jaarsveld  Clare H. Llewellyn  Alison Fildes  Guillermo Felipe López Sánchez  Jane Wardle 《Research quarterly for exercise and sport》2017,88(4):401-407

Purpose: Variability in the timing of infant developmental milestones is poorly understood. We used a twin analysis to estimate genetic and environmental influences on motor development and activity levels in infancy. Method: Data were from the Gemini Study, a twin birth cohort of 2,402 families with twins born in the United Kingdom in 2007. Parents reported motor activity level for each of the twins at age 3 months using the Revised Infant Behavior Rating Scale and reported the ages at which they first sat unsupported, crawled, and walked unaided. Results: Activity level at 3 months and ages when first sitting and crawling were about equally influenced by the shared family environment (45%–54%) and genes (45%–48%). Genetic influences dominated for age when children took their first independent steps (84%). Conclusion: Aspects of the shared family environment appear to be important influences on motor activity levels and early milestones, although the timing of walking may have a stronger genetic influence. Further research to identify the specific environmental and genetic factors that promote early activity may be important for longer-term health outcomes.  相似文献   

Inviting Conversations? Dialogic difficulties in the corporate university     

Erica McWilliam  Alison Green  Nancy Hunt  Martin Bridgstock  Brad Young 《高等教育研究与发展》2000,19(2):237-253

The paper experiments with, and reflects on, the limited possibilities for collaboration and communication across disparate groups within the university setting. The authors respond to the strong imperative to bring management, academics and support staff together, and so move beyond the entrenched positions and interests that those groups often display. They highlight the implications that this may have for collaborative academic publication. The text of the paper works as a research exercise in which each author's contribution constitutes data as well as providing reflections upon their own distinct identity and its consequences for communication in universities. The authors argue that attempts to enact ‘better communication’ is in many senses a failed project, but that it is this very fact which makes the experiment instructive. They conclude that calls to collaboration must acknowledge the fact that such relationships will always be relations of power, and are therefore not easily negotiated or understood.  相似文献   

Evidence in seconds? Format and design considerations in the provision of reliable information to support evidence‐based practice     

Alison Lesley Weightman  Mala Kanthi Mann 《Health information and libraries journal》2000,17(2):63-70

Evidence‐based practice is gaining support amongst health professionals. However, the major barrier remains the lack of time to read the literature. There are also problems with the take‐up and use of evidence‐based information sources such as Cochrane reviews and Effective Health Care bulletins. If such evidence is to be incorporated into local guidelines and used in day‐to‐day practice, practitioners request that these and other reliable publications be further summarized in short packages and available within seconds. The Health Evidence Bulletins Wales offer a model for this approach. The Bulletins have gone through several developmental stages leading to a novel two‐column format. In the first column, brief statements summarize the best available evidence within a topic area. In the second, full details are provided of the supporting publications (and the evidence type, or research design) with links to the full text of documents, where possible from the electronic versions of each Bulletin. Results from a questionnaire study using a random sample and unsolicited feedback suggest that this ‘two‐tier’ approach to information provision is valued by users and has implications for information services currently under development to support clinical governance.  相似文献   

Fidelity of implementation: bringing written curriculum materials into the equation     

Alison Castro Superfine  Cathy Kelso 《Curriculum Journal》2013,24(1):164-191

Fidelity of curriculum implementation (FOI) is an important area of research because of the critical role it plays in understanding how and why curriculum materials work and how they can be improved. This analysis explores written features within the Math Trailblazers curriculum that may influence the ways teachers implement mathematics curriculum materials. In particular, we examine FOI data from prior research in order to identify features within the materials themselves that may influence why teachers adhere to the intended curriculum to varying degrees. This paper reports on our analysis of examining five whole number lessons previously analysed for level of FOI alongside an analysis scale of written curriculum features. Our purpose in this analysis is to examine features of the written curriculum that potentially mediate teachers’ implementation of the materials in line with the intended curriculum. In doing so, our analysis further emphasises the critical role teachers play in curriculum implementation, and thus may provide some insight for curriculum developers as they consider ways in which to design the written curriculum that increase the likelihood that teachers will adhere to the intended curriculum.  相似文献   

Insurers fight shy of gene tests     

Motluk A 《New scientist (1971)》1997,153(2070):7

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Government does U-turn over genetics watchdog     

Motluk A 《New scientist (1971)》1996,149(2021):10

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Testing times: is it possible to predict whether children will become drug users?     

Motluk A 《New scientist (1971)》1998,159(2148):23

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Genes at work     

Motluk A 《New scientist (1971)》1999,163(2196):24

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