Federal patronage of universities in the United States: A rose by many other names?     

Chester E. Finn Jr. 《Minerva》1976,14(4):496-529

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A possible model for considering the use of media in higher education     

James D. Finn 《Educational technology research and development : ETR & D》1967,15(2):153-157

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When Confidence Is Not a Signal of Knowing: How Students’ Experiences and Beliefs About Processing Fluency Can Lead to Miscalibrated Confidence     

Bridgid Finn  Sarah K. Tauber 《Educational Psychology Review》2015,27(4):567-586

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Release of Documents in 2002 Relating to 1941 Bohr-Heisenberg Meeting     

Finn Aaserud 《科学文化评论》2008,5(5)

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Toward pluralism in education     

Chester E. Finn 《Academic Questions》2001,14(4):63-68

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Immune disorders and dyslexia     

Finn Egil Tønnessen  Torleiv Høien  Ingvar Lundberg  Jan Petter Larsen 《Reading and writing》1994,6(2):151-160

The Geschwind-Behan-Galaburda hypothesis of cerebral lateralization postulates an association between immune disorders and learning disabilities. So far, the empirical evidence for such a relationship has been ambiguous. The present study is an attempt to investigate the hypothesis in a population where all the individuals were affected by immune disorders. Thus, 29 students in a special school for asthmatic children (total number of students in the school: 32) were investigated. A number of reading tests with special focus on word decoding were administered. The parents filled in a detailed questionnaire on the prevalence of reading difficulties and immune disorders among the other family members. The proportion of students with reading problems — especially phonological problems — was much higher than would be expected in a normal population. Among the family members we also found an elevated incidence of both reading problems and immune disorders. A cautious interpreptation of these findings leads to tentative and partial support of the Geschwind-Behan-Galaburda hypothesis.  相似文献   

An exploration of anatomists’ views toward the use of body painting in anatomical and medical education: An international study          下载免费PDF全文

Natalie E. Cookson  Justine J. Aka  Gabrielle M. Finn 《Anatomical sciences education》2018,11(2):146-154

Previous research has explored the experiences of medical students using body painting as a learning tool. However, to date, faculty experiences and views have not been explored. This international qualitative study utilized a grounded theory approach with data collection through interviews with academics and clinicians who utilized body painting as part of their anatomical teaching. Twenty‐six anatomists participated in the study from 14 centers worldwide. Three themes emerged from the data: (1) the efficacy of body painting, (2) the promotion of knowledge retention and recall, (3) considerations and practicalities regarding the use of body painting as a teaching tool. Subthemes show that body painting is used as an adjunct to the curriculum for teaching surface anatomy and peer examination. Benefits included diffusing the formal curricula, high student engagement and learning for future clinical practice. Body painting was advocated for promoting knowledge retention and recall, particularly learning through the process of cognitive load due to combining the use of color and kinesthetic learning with anatomical theory. Critical discussions surfaced on the topic of undressing in the classroom due to cultural and personal considerations possibly leading to unequal involvement and different learning experiences. Overall results support previous research showing that anatomists appreciate body painting as an effective, enjoyable, engaging and cost efficient adjunct to the multimodal anatomy curriculum. The role of cognitive load theory in learning anatomy through body painting emerged from the data as a possible theoretical framework supporting learning benefits from body painting and is suggested for further investigation. Anat Sci Educ 11: 146–154. © 2017 American Association of Anatomists.  相似文献   

Using micro-sensor data to quantify macro kinematics of classical cross-country skiing during on-snow training     

Finn Marsland  Colin Mackintosh  Judith Anson  Keith Lyons  Gordon Waddington  Dale W. Chapman 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):435-447

Abstract

Micro-sensors were used to quantify macro kinematics of classical cross-country skiing techniques and measure cycle rates and cycle lengths during on-snow training. Data were collected from seven national level participants skiing at two submaximal intensities while wearing a micro-sensor unit (MinimaxX^?). Algorithms were developed identifying double poling (DP), diagonal striding (DS), kick-double poling (KDP), tucking (Tuck), and turning (Turn). Technique duration (T-time), cycle rates, and cycle counts were compared to video-derived data to assess system accuracy. There was good reliability between micro-sensor and video calculated cycle rates for DP, DS, and KDP, with small mean differences (Mdiff% = ?0.2 ± 3.2, ?1.5 ± 2.2 and ?1.4 ± 6.2) and trivial to small effect sizes (ES = 0.20, 0.30 and 0.13). Very strong correlations were observed for DP, DS, and KDP for T-time (r = 0.87–0.99) and cycle count (r = 0.87–0.99), while mean values were under-reported by the micro-sensor. Incorrect Turn detection was a major factor in technique cycle misclassification. Data presented highlight the potential of automated ski technique classification in cross-country skiing research. With further refinement, this approach will allow many applied questions associated with pacing, fatigue, technique selection and power output during training and competition to be answered.  相似文献   

Narrative-Based Learning Activities for Science Ethics Education: an Affordance Perspective     

Mawasi  Areej  Nagy  Peter  Finn  Ed  Wylie  Ruth 《Journal of Science Education and Technology》2022,31(1):16-26

Journal of Science Education and Technology - Boasting a wide range of interactive and engaging features, narrative-based learning has become increasingly popular in educational settings....  相似文献   

Vasso Kindi and Theodore Arabatzis (eds) Kuhn’s The Structure of Scientific Revolutions Revisited     

Finn Collin 《Science & Education》2014,23(5):1217-1222

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