图说现代体育装备的魅力     

Geoff Manaugh 《中国教育技术装备》2012,(20):131-132

运动场是学校和社区的基本配套组成部分,孩子们利用场地提供的设施既能尽情玩耍又能强身健体。当今的学生几乎无暇顾及体能活动,"运动"不得不与他们少有的课余活动以及他们所沉溺的网络虚拟世界竞争。现实要求操场必须提供更有吸引力的设备,使场地能够与那些视频游戏场景媲美:真实空间至少看起来要同虚拟空间一样宽广、复杂和神奇——有些甚至要用到按钮操作。经过建筑师和设计公司不断地创新和改造,各种造型新颖、别出心裁的体育运动设施出现在学校、社区和公园等地的空场上,而它们的作用更是令人称奇叫绝。  相似文献   

EDITORIAL     

Mary Briggs  Suzanne Carrington  Chris Coates  Mary Doveston  Anthony Feiler  Cath Gristy  Elaine Hall  Jenny Hankey  Jane Holford  Marie Howley  Mary Kellett  Jackie Lown  Elspeth McCartney  Diane Montgomery  Melanie Nind  Sue Pearson  Richard Rose  Geoff Tennant  Kate Wall  Philip Garner 《Support for Learning》2009,24(1):3-4

  相似文献   

A View from Within the English Further Education Sector on the Provision of Higher Education: Issues of Verticality and Agency     

Geoff Stanton 《Higher Education Quarterly》2009,63(4):419-433

This article considers aspects of higher education provision in general further education colleges in England, as seen from within the further education sector. It argues that there is a need to examine what are the defining features of higher education, who determines them, and the risks and advantages of structuring further and higher education vertically, so that given subject areas are taught at several levels within the same institution. Evidence is given to show that the funding, qualifications and inspection regimes applying in England to the majority of provision in general further education colleges are increasingly different from those in universities, giving less agency to both staff and students. This raises questions both about the extent to which the differences rationally reflect the different nature of the learners and their courses and about the implications for expansion, differentiation and participation in undergraduate education.  相似文献   

Philosophy and Practical Education: a review     

Geoff Hayward 《牛津教育评论》2013,39(1):117-145

Developing learning programmes to enhance the formation of generic skills is an international concern in education and training policy. This paper provides a broad survey of the development of generic skills policy in England from 1975 to 2002, drawing on both the economic and educational literature. It demonstrates that, despite an evident demand for generic skills in the English economy, successive waves of education and training policy intended to stimulate the supply of such skills have failed to deliver the desired results. Such failure is accounted for using a policy instruments and institutions framework. This suggests that the failure of generic skills policy can be attributed to a combination of weak policy design, the interaction of generic skills policy with other market‐led reforms of education and training in England, and broader exogenous socio‐economic trends. The paper concludes that current initiatives to develop key skills for all 16–19 learners in England are unlikely to succeed without substantial changes in the current education policy environment.  相似文献   

School Leadership and System Leadership     

Geoff Southworth  Heather Du Quesnay 《The Educational forum》2013,77(2):212-220

School effectiveness and improvement research shows that leadership plays a key role in ensuring the vitality and growth of schools. Yet, there is growing appreciation (Elmore 2000, 2) that “public schools and school systems as presently constituted are simply not led in ways that enable them to respond to the increasing demands they face under standards-based reforms.” For Elmore (2000, 2) and others, the way out of this problem is “through the large scale improvement of instruction, something public education has been unable to do to date, but which is possible with dramatic changes in the way public schools define and practice leadership.”  相似文献   

Enhancing learning in clinical placements: reflective practice,self-assessment,rubrics and scaffolding     

Ieva Stupans  Geoff March  Susanne M. Owen 《Assessment & Evaluation in Higher Education》2013,38(5):507-519

Professional preparatory health programmes generally involve clinical placements with a focus on integration of theory into real life practice. Reflective writing is often included in the assessment requirements for clinical placement courses. However enabling students to engage in deeper levels of reflective writing in action, on action and for action requires careful scaffolding and assessment task design within university clinical placement handbooks. The purpose of this case study was to explore iterative refinement of assessment exercises within clinical placement handbook activities. Specifically, the study examined students’ responses to counselling experiences in authentic pharmacy practice, with comparative analysis undertaken for the various versions of the assessment task. Results showed that provision of iteratively developed guidelines, provided to three different groups of students, to support students in the assessment task, increased the marks achieved for individual components of the assessment. The results provide insight into how the design of these types of assessment exercises can be improved.  相似文献   

Magnetic microbead transport during resistive pulse sensing     

Geoff R. Willmott  Matthew G. Fisk  James Eldridge 《Biomicrofluidics》2013,7(6)

Tunable resistive pulse sensing (TRPS) experiments have been used to quantitatively study the motion of 1 μm superparamagnetic beads in a variable magnetic field. Closed-form theory has been developed to interpret the experiments, incorporating six particle transport mechanisms which depend on particle position in and near a conical pore. For our experiments, calculations indicate that pressure-driven flow dominates electrophoresis and magnetism by a factor of ∼100 in the narrowest part of the pore, but that magnetic force should dominate further than ∼1 mm from the membrane. As expected, the observed resistive pulse rate falls as the magnet is moved closer to the pore, while the increase in pulse duration suggests that trajectories in the half space adjacent to the pore opening are important. Aggregation was not observed, consistent with the high hydrodynamic shear near the pore constriction and the high magnetization of aggregates. The theoretical approach is also used to calculate the relative importance of transport mechanisms over a range of geometries and experimental conditions extending well beyond our own experiments. TRPS is emerging as a versatile form of resistive pulse sensing, while magnetic beads are widely used in biotechnology and sensing applications.  相似文献   

UNIVERSITY STUDENTS’ VIEWS OF THE ROLE OF MATHEMATICS IN THEIR FUTURE     

Leigh N. Wood  Glyn Mather  Peter Petocz  Anna Reid  Johann Engelbrecht  Ansie Harding  Ken Houston  Geoff H. Smith  Gillian Perrett 《International Journal of Science and Mathematics Education》2012,10(1):99-119

We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able to articulate how it would be used in their future. This has implications for their approach to learning and our approach to teaching.  相似文献   

The Tour de France: A pre-modern contest in a post-modern context     

Hugh Dauncey  Geoff Hare 《国际体育史杂志》2013,30(2):1-29

  相似文献   

Education,social class and social exclusion     

Geoff Whitty 《教育政策杂志》2013,28(4):287-295

This paper begins by noting the centrality of the issue of working-class school failure within the sociology of education in Britain. It argues that recent government policies have taken insufficient account of sociological work on the impact of social class on educational success and failure. It also suggests that sociologists should pay more attention to middle-class education. The importance of this is illustrated through reference to research on the trajectories of pupils receiving different forms of secondary education. The paper then argues that social inclusion policies need to address a variety of forms of middle-class self-exclusion from mainstream public provision as well as working-class social exclusion. It concludes that education policy needs to be located within a broader social policy framework.  相似文献