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11.
Clyde W. Barrow 《Higher Education》1996,31(4):447-469
Resource allocations in American higher education are now governed, on the one hand, by the constraints of a structural fiscal crisis and, on the other, by pressures from business and political leaders that universities help meet the challenges of a new economic order. The result is a seemingly contradictory imperative that higher education do more with less. While achieving this objective may seem impossible for the individual institution or faculty member, the dilemma is being resolved at a systemic level through a combination of institutional responses to market forces and by strategic planning at the state, regional, and federal levels. 相似文献
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Ross Nicholas Jones Matt Greig Youl Mawéné James Barrow 《Journal of sports sciences》2019,37(12):1338-1346
The aim of the current study was to investigate positional specific physical performance and external load responses to short term fixture congestion in English professional soccer. A total of 515 match observations were categorised as G1: the first game in a week with >4 days following a previous game, G2: the second game in a week played <4 days since G1, and G3: the third game in a week played with <4 days between each of the previous games. Global positioning system and accelerometer-based metrics were partitioned into fifteen-minute epochs. These data were then analysed using a linear mixed model to assess both the within and between game positional differences. Total, low-intensity (<4.0 m·s?1), medium-intensity (MID; 4.0–5.5 m·s?1), and sprint distance (>7.0 m·s?1) were significantly different across games. No between game positional differences were identified; however, within match position specific differences were observed for measures of MID and HID. No significant differences were evident for accelerometer derived metrics between games or across positions. The current data suggests that the use of fifteen minute within game epochs enables the detection of alterations in physical output during congested schedules. The observed within game positional differences has implications for player specific conditioning and squad rotation strategies. 相似文献
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Dr. Lloyd H. Barrow 《Journal of Science Teacher Education》1995,6(4):197-201
This material is based upon work supported in part by a grant from the Southwestern Bell (SBC) Foundation. Any opinions, findings,
conclusions, and/or recommendations expressed in this article are those of the author and do not necessarily reflect those
of the SBC Foundation. 相似文献
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Robin Barrow 《欧洲特需教育杂志》2013,28(3):305-307
Complex cultural and historical forces are often neglected when the development of inclusive education in international comparative research projects are discussed. The purpose of this study was to analyse teachers’ attitudes towards inclusive education by examining the ways in which cultural-historical factors in South Africa and Finland may impact on teachers’ attitudes. Data collection methods included the analysis of education policy documents and other relevant documents in countries, an open-ended question on teachers’ own definition of inclusive education and the results of the initial study on teachers’ attitudes to and concerns about inclusive education. A sample of 310 South African and 833 Finnish primary and secondary education teachers in mainstream and special education settings took part. An analysis of the data within a cultural-historical framework indicated that each country’s historical commitment to inclusive education and its attendant legacies about diversity in education have clearly mediated teachers’ views in both countries. As a result, we have been able to develop a deeper understanding of the complex local conditions, and the similarities and differences across national contexts in which inclusive education is implemented that could benefit both countries. 相似文献
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This study employed a case-study approach to reveal how an ability to think with mental models contributes to differences
in students’ understanding of molecular geometry and polarity. We were interested in characterizing features and levels of
sophistication regarding first-year university chemistry learners’ mental modeling behaviors while the learners were solving
problems associated with spatial information. To serve this purpose, we conducted case studies on nine students who were sampled
from high-scoring, moderate-scoring, and low-scoring students. Our findings point to five characteristics of mental modeling
ability that distinguish students in the high-, moderate-, and low-ability groups from one another. Although the levels of
mental modeling abilities have been described in categories (high, moderate, and low), they can be thought of as a continuum
with the low-ability group reflecting students who have very limited ability to generate and use mental models whereas students
in the high-ability group not only construct and use mental models as a thinking tool, but also analyze the problems to be
solved, evaluate their mental models, and oversee entire mental modeling processes. Cross-case comparisons for students with
different levels of mental modeling ability indicate that experiences of generating and manipulating a mental model based
on imposed propositions are crucial for a learner’s efforts to incorporate content knowledge with visual-spatial thinking
skills. This paper summarizes potential factors that undermine learners’ comprehension of molecular geometry and polarity
and that influence mastery of this mental modeling ability. 相似文献