Strategies for leading academics to rethink humanities and social sciences curricula in the context of discipline standards     

Theda Thomas  Joy Wallace  Pamela Allen  Jennifer Clark  Adrian Jones  Jill Lawrence 《International Journal for Academic Development》2017,22(2):120-133

The introduction of discipline standards in Australia has required a comprehensive rethinking of humanities and social science curricula from first year through to graduation. This paper proposes a model to facilitate academics’ engagement with discipline standards and their implication for first-year curricula. The model supports discipline-focussed professional development that integrates consideration of discipline threshold learning outcomes, first-year pedagogy principles, and discipline threshold concepts. The model is demonstrated using strategies that were applied, tested, and shown to be effective in workshops across five disciplines in the humanities and social sciences.  相似文献   

Lower income students and the ‘double deficit’ of part-time work: undergraduate experiences of finance,studying and employability     

Rita Hordósy  Tom Clark  Dan Vickers 《Journal of Education & Work》2018,31(4):353-365

This paper explores how the various pressures of finance, employability and part-time work are experienced by undergraduates studying in an English Red Brick University. Drawing on the results of a 3-year qualitative study that followed 40 students throughout their 3 years of studies (n? = 40, n? = 40, n? = 38, n_total = 118), the paper details three dimensions by which students understood their part-time employment experiences: the characteristics of employment types; motivations for employment and the challenges of shaping their employment experiences around their studies. It is argued that the current shortfalls in the student budget and the pressures of the employability agenda may actually serve to further disadvantage the lower income groups in the form of a ‘double deficit’. Not only are discrepancies between income and expenditure likely to mean that additional monies are necessary to study for a degree, the resulting need for part-time employment is also likely to constrain both degree outcome and capacity to enhance skills necessary for ‘employability’.  相似文献   

IV. A NEW LOOK AT THE IMPLICATIONS OF THE SOCIO-FAMILIAL CONTEXT FOR YOUNG CHILDREN'S EXECUTIVE CONTROL: CLARIFYING THE MECHANISMS OF INDIVIDUAL DIFFERENCES     

C. A. C. Clark  T. D. James  K. A. Espy 《Monographs of the Society for Research in Child Development》2016,81(4):69-95

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Variety in Competency-based education: A program comparison     

Herbert H. Jarrett  Frank W. Clark 《Innovative Higher Education》1978,3(2):104-113

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Co‐constructing inquiry‐based science with teachers: Essential research for lasting reform     

Carolyn W. Keys  Lynn A. Bryan 《科学教学研究杂志》2001,38(6):631-645

In this article we assert a potential research agenda for the teaching and learning of science as inquiry as part of the JRST series on reform in science education. Drawing on the theoretical frameworks of cognitive and sociocultural constructivism, cultural models of meaning, the dialogic function of language, and transformational models of teacher education, we propose that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry‐based science, as well as, student learning. Because the efficacy of reform efforts rest largely with teachers, their voices need to be included in the design and implementation of inquiry‐based curriculum. As we review the literature and pose future research questions, we propose that particular attention be paid to research on inquiry in diverse classrooms, and to modes of inquiry‐based instruction that are designed by teachers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 631–645, 2001  相似文献   

III. DISTINGUISHING EXECUTIVE CONTROL FROM OVERLAPPING FOUNDATIONAL COGNITIVE ABILITIES DURING THE PRESCHOOL PERIOD     

J. M. Nelson  T. D. James  H.-J. Choi  C. A. C. Clark  S. A. Wiebe  K. A. Espy 《Monographs of the Society for Research in Child Development》2016,81(4):47-68

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GIFTED ADOLESCENTS: AT RISK FOR SUICIDE     

Carolyn Yewchuk  Shelly Jobagy 《High Ability Studies》1991,2(1):73-85

The high rate of suicide among adolescents is an ever present concern to those who work with troubled youth. It has commonly been thought that adolescents of high intellectual ability are sheltered from the everyday stresses that lead their peers to commit suicide. However, researchers are discovering that giftedness carries with it special stresses that may make the gifted adolescent vulnerable to emotional distress, leading to suicidal behaviour. This paper will investigate the exceptional vulnerabilities of the gifted adolescent, and show how the practitioner may recognize the warning signs in this population. In addition, recommendations will be made regarding prevention and intervention strategies.

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E‐prints and journal articles in astronomy: a productive co‐existence     

Edwin A. HENNEKEN  Michael J. KURTZ  Guenther EICHHORN  Alberto ACCOMAZZI  Carolyn S. GRANT  Donna THOMPSON  Elizabeth BOHLEN  Stephen S. MURRAY  Paul GINSPARG  Simeon WARNER 《Learned Publishing》2007,20(1):16-22

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The effects of high-intensity intermittent exercise on saliva IgA, total protein and alpha-amylase   总被引：3，自引：0，他引：3  

Walsh NP  Blannin AK  Clark AM  Cook L  Robson PJ  Gleeson M 《Journal of sports sciences》1999,17(2):129-134

The aim of this study was to assess the effect of an acute bout of high-intensity intermittent exercise on saliva IgA concentration and alpha-amylase activity, since this type of training is commonly incorporated into the training programmes of endurance athletes and games players. Eight well-trained male games players took part in the study. They reported to the laboratory after an overnight fast and performed a 60-min cycle exercise task consisting of twenty 1-min periods at 100% VO2max, each separated by 2 min recovery at 30% VO2max. Unstimulated whole saliva was collected over a 5-min period into pre-weighed tubes and analysed for total protein, saliva IgA and alpha-amylase. The saliva flow rate ranged from 0.08 to 1.40 ml x min(-1) at rest and was not significantly affected by the exercise. The performance of the intermittent exercise bout did not affect the saliva IgA concentration, but caused a five-fold increase in alpha-amylase activity (P<0.01 compared with pre-exercise) and a three-fold increase in total protein concentration (P<0.01). These returned to pre-exercise values within 2.5 h post-exercise. It has been suggested that IgA concentration should be expressed as the ratio to total protein concentration, to correct for any concentrating effect due to evaporative loss of saliva water when breathing through the mouth (as in strenuous exercise). The present study clearly demonstrates that this is not appropriate, since there is an increase in salivary protein secretion rate immediately after exercise (571+/-77 microg x min(-1) compared with 218+/-71 microg x min(-1) pre-exercise; P<0.05). The increased saliva alpha-amylase activity after exercise may improve the protective effect of saliva, since this enzyme is known to inhibit bacterial attachment to oral surfaces. The saliva alpha-amylase secretion rate was lower immediately pre-exercise than at any other instant, which may have been due to anticipatory psychological stress, although the subjects were all familiar with interval exercise. This emphasizes the need for true resting non-stressed control conditions in future studies of the effects of exercise on saliva constituents.  相似文献   

Case studies of innovative universities     

Professor Burton R. Clark 《Tertiary Education and Management》1996,2(1):52-61

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