English Teachers--Born or Made: A longitudinal study on the socialisation of English teachers     

Bethan Marshall  Anne Turvey  Sue Brindley 《Changing English: An International Journal of English Teaching》2001,8(2):189-201

Much has been made in recent years of the different views teachers of English hold of their subject, but little work has been done on how these views are formed, or indeed how they may change over time. This paper, based on a longitudinal study conducted over two years, tracks one cohort of student English teachers, through their one-year post graduate course, at one department of education, into their first year of teaching. The research also provides detailed case studies from two other institutions.  相似文献   

Performance analysis and prediction in triathlon     

Bahadorreza Ofoghi  John Zeleznikow  Clare Macmahon  Jan Rehula 《Journal of sports sciences》2016,34(7):607-612

Performance in triathlon is dependent upon factors that include somatotype, physiological capacity, technical proficiency and race strategy. Given the multidisciplinary nature of triathlon and the interaction between each of the three race components, the identification of target split times that can be used to inform the design of training plans and race pacing strategies is a complex task. The present study uses machine learning techniques to analyse a large database of performances in Olympic distance triathlons (2008–2012). The analysis reveals patterns of performance in five components of triathlon (three race “legs” and two transitions) and the complex relationships between performance in each component and overall performance in a race. The results provide three perspectives on the relationship between performance in each component of triathlon and the final placing in a race. These perspectives allow the identification of target split times that are required to achieve a certain final place in a race and the opportunity to make evidence-based decisions about race tactics in order to optimise performance.  相似文献   

Starving for Knowledge: Why Campuses Need to Address Student Food Insecurity          下载免费PDF全文

Clare Cady 《About Campus》2016,21(2):27-31

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Letters to the Editor     

Clare Lee  Karen L. Westberg  Sally M. Dobyns  Francis X. Archambault Jr.  Scott W. Brown  James R. Delisle 《Roeper Review》2013,35(1)

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Connecting the Nineteenth-Century World: The Telegraph and Globalization; Media,Technology, and Literature in the Nineteenth Century: Image,Sound, Touch; The Camera and the Press: American Visual and Print Culture in the Age of the Daguerreotype     

Clare Pettitt 《Media History》2013,19(3):384-387

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Guest Editorial: Issue Two. Neoliberal Issues in Public Education     

Carol A. Mullen  Fenwick W. English  Sue Brindley  Lisa Ehrich  Eugenie A. Samier 《Interchange》2013,43(4):287-294

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The paradox of facilitation in action learning     

Kiran Trehan  Clare Rigg 《Action Learning: Research and Practice》2013,10(3):211-213

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Quantification of maximal power output in well-trained cyclists     

Thomas A. Wackwitz  Clare L. Minahan  Trish King  Chantelle Du Plessis  Mark H. Andrews  Phillip M. Bellinger 《Journal of sports sciences》2021,39(1):84-90

ABSTRACT

This study aimed to compare mechanical variables derived from torque-cadence and power-cadence profiles established from different cycle ergometer modes (isoinertial and isokinetic) and modelling procedures (second- and third-order polynomials), whilst employing a novel method to validate the theoretical maximal power output (P_max). Nineteen well-trained cyclists (n = 12 males) completed two experimental sessions comprising six, 6-s maximal isoinertial or isokinetic cycling sprints. Maximal pedal strokes were extracted to construct power–cadence relationships using second- and third-order polynomials. A 6-s sprint at the optimal cadence (F_opt) or optimal resistance (T_opt) was performed to assess construct validity of P_max. No differences were found in the mechanical parameters when derived from isokinetic (P_max = 1311 ± 415, F_opt = 118 ± 12) or isoinertial modes (P_max = 1320 ± 421, F_opt = 116 ± 19). However, R² improved (P < 0.02) when derived from isoinertial sprints. Third-order polynomial modelling improved goodness of fit values (Standard Error, adjusted R²), but derived similar mechanical parameters. Finally, peak power output during the optimised sprint did not significantly differ from the theoretical P_max in both cycling modes, thus providing construct validity. The most accurate P-C profile can be derived from isoinertial cycling sprints, modelled using third-order polynomial equations.  相似文献   

The influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND     

Clare Martin 《British Journal of Special Education》2021,48(2):175-195

Despite progression in policy towards greater inclusion over the last four decades, teacher insecurities regarding a lack of expertise in special educational needs and disability (SEND) remain. This qualitative case study research investigated the influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND. Baseline and end-of-study surveys were undertaken with teachers (n = 13) and support staff (n = 8) who would be working with a visually impaired pupil for the first time. Classroom observations and end-of-study interviews were undertaken with teachers in Key Stage 2 (n = 2) and Key Stage 3 (n = 5). Addressing VI inclusion did not require significant acquisition of specialist knowledge but could be managed successfully through ongoing, small-scale changes. These changes were sufficient to trigger reflection on the choice of pedagogical approaches and challenge teachers’ conceptions of inclusion through changed knowledge and understandings of how some children learn. Findings support the view that what constitutes special in addressing SEND is less a need for specific pedagogical strategies but rather teacher capacity for reflection and reappraisal such that they deepen their understanding of inclusive practice.  相似文献   

Turning to case studies as a mechanism for learning in action learning     

Denise O’Leary  Paul Coughlan  Clare Rigg  David Coghlan 《Action Learning: Research and Practice》2017,14(1):3-17

Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur.  相似文献