Local partnerships: blowing in the wind of national policy changes     

Gill Haynes  Sarah Lynch 《British Educational Research Journal》2013,39(3):425-446

Drawing on data from a three‐year study (2008–2011) of partnerships of schools and colleges delivering the 14–19 Diplomas in England, this article examines how the dynamics of local partnerships were shaped by a contradictory policy landscape in which some policies strongly promoted collaborative working whilst others reinforced competition between institutions. Semi‐structured interviews with 136 Diploma consortium leads and case studies of 30 Diploma consortia were undertaken. Most partnerships founded in direct response to government demands for collaboration were strategically and operationally less effective than those that had been formed earlier as a positive, dynamic response to locally identified interests/needs and had evolved over time. When key levers towards collaboration were removed by the new UK Coalition government (2010) and new policies restated the arguments for institutional autonomy and competition between institutions, the fragility of the ‘enacted’ partnerships became immediately apparent. Although members of Diploma consortia with a history of effective partnership working remained committed to the principle of collaboration, other policy developments such as the introduction of the English Baccalaureate and the recommendations of the Wolf Review on vocational education contributed to uncertainty about whether partnership working could, or indeed should, be sustained.  相似文献   

Authoritative schools: A test of a model to resolve the school effectiveness debate   总被引：1，自引：0，他引：1  

Michele Gregoire Gill  Patricia Ashton  James Algina 《Contemporary educational psychology》2004,29(4):389-409

School effectiveness research has fueled debate on the importance of a press for academic excellence versus communal values. Research on parenting styles offers a theoretical framework that may resolve the debate. We hypothesized that dimensions of parenting styles—demandingness (academic press) and responsiveness (communal values)—predict students’ mathematics achievement, engagement, and locus of control. HLM analyses of NELS: 88 data on 19,435 eighth-graders partially supported the hypothesis: Students’ perceptions of school responsiveness predicted their engagement and internal control. In addition, students in responsive schools had smaller differences in mathematics achievement and internal control attributable to SES, suggesting that responsive schools may increase equity. We offer suggestions for further investigation of the model in hope of resolving the debate.  相似文献   

A comparison of ratio and allometric scaling methods for normalizing power and strength in elite rugby union players     

Blair T. Crewther  Nicholas Gill  Robert P. Weatherby  Tim Lowe 《Journal of sports sciences》2013,31(14):1575-1580

Abstract

In this study, we compared the effectiveness of ratio and allometric scaling for normalizing power and strength in elite male rugby union players. Rugby union forwards (n = 18) and backs (n = 20) were assessed for squat jump and bench throw peak power, and box squat and bench press one-repetition maximum strength. The performance data for the forwards and backs were compared using ratio (P/BM) and allometric scaling (P/BM^b ), where P represents performance, BM is body mass in kilograms, and b is a power exponent. A proposed allometric exponent (0.67) and exponents (±95% confidence intervals) derived for the box squat (0.33 ± 0.31), bench press (0.45 ± 0.30), bench throw (0.46 ± 0.36), and squat jump (0.64 ± 0.31) exercises were used. In general, the absolute expression of power and strength was superior for the heavier forwards, but after ratio scaling these performance measures then favoured the lighter backs. There were no performance differences between the forwards and backs after allometric scaling using either the proposed or the derived exponents. Thus, allometric scaling may provide a more effective method for normalizing power and strength in elite athletes when body size is a confounding variable.  相似文献   

Universities as spaces for engaging the other: A pedagogy of encounter for intercultural and interreligious education     

Scherto Gill 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2016,62(4):483-500

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Decision Sciences Journal of Innovative Education Announces Call for Papers DSJIE Special Topic Forum     

T. Grandon Gill 《Decision Sciences Journal of Innovative Education》2009,7(1):1-3

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Regeneration of Red Cell Cholinesterase Activity Following Pralidoxime (2-PAM) Infusion in First 24 h in Organophosphate Poisoned Patients     

Parul Goel  Nidhi Gupta  Surjit Singh  Ashish Bhalla  Navneet Sharma  K. D. Gill 《Indian journal of clinical biochemistry : IJCB》2012,27(1):34-39

Oximes such as pralidoxime chloride reactivate acetylcholinesterase. However their role in management of organophosphate poisoning is controversial. The study was carried out to find effectiveness of pralidoxime chloride (2-PAM) in regenerating red cell acetyl cholinesterase in first 24 h following administration of it in dose recommended by WHO. Eight patients with OPP [chlorpyriphos (3), phorate (3), dichlorvos (1) and monocrotophos (1) who fulfilled the criteria for inclusion were investigated. In addition to decontamination and atropine, all these patients were administered 30 mg/kg body wt of 2-PAM as bolus dose followed by 7.5 mg/kg body wt/h with maximum dose being 500 mg/h as continuous infusion till first 24 h. Red cell AChE activity was estimated every 15 min for first 4 h, one hourly for next 4 h and then 2 hourly till 24 h and subsequently without 2-PAM every 12 h till 7 days or discharge or death which ever earlier. In all the patients maximum increase in activity was observed in first 4 h following which rise was very slow despite continued 2-PAM infusion and reaching a steady state in 20 h in all the cases. The increase in red cell AChE activity observed in diethyl group at 24 h of 2-PAM infusion was 154% vs. 81% in dimethyl group. At 7 days the increase in activity was 215% vs. 118% respectively. However on multiple repeated ANOVA, no statistically significant difference was observed between diethyl and dimethyl groups at admission and discharge (P > 0.05). Similarly no significant difference was observed in three groups when patients were categorized according to WHO classification of organophosphates (P > 0.05). The maximum increase in red cell AChE activity occurs in first 4 h of 2-PAM administration followed by a slow increase despite 2-PAM infusion till 24 h.  相似文献   

On your own—but not alone: a new training course in the techniques of surviving and thriving in a one-person library or information unit,organized by TFPL Training, 19 May 1989, CBI Conference Centre,London.     

Gill Needham 《Health information and libraries journal》1989,6(4):229-231

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The Teacher Role During Sustained Silent Reading (SSR)     

Robin Campbell  Gill Scrivens 《Literacy》1995,29(2):2-4

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Moderate exercise and post-prandial metabolism: issues of dose-response     

Gill JM  Herd SL  Hardman AE 《Journal of sports sciences》2002,20(12):961-967

In this study, we examined the effects of 1 and 2 h of brisk walking on post-prandial metabolism. Eleven pre-menopausal women participated in three oral fat tolerance tests with different pre-conditions: control (no exercise), 1 h walk (1 h of walking at 50% maximal oxygen uptake, VO2max, on the day before) and 2 h walk (2 h walking at 50% VO2max on the day before). Venous blood samples were taken in the fasted state and for 6 h after ingestion of a high-fat mixed meal. Compared with the control trial, the 1 h walk reduced post-prandial lipaemia by a mean of 9.3%, whereas the 2 h walk reduced it by 22.8% (P < 0.01 for trend). Similarly, the 2 h walk reduced the post-prandial insulin response to a greater extent than the 1 h walk (17.3 vs 7.6%; P < 0.05 for trend). The results demonstrate that the beneficial effects of exercise on post-prandial metabolism are related to the duration and, therefore, the energy expenditure of the exercise session.  相似文献   

Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning     

Clem Herman  Gill Kirkup 《Gender and education》2017,29(6):781-795

In this paper, we argue for a new synthesis of two pedagogic theories: feminist pedagogy and transactional distance, which explain why and how distance education has been such a positive system for women in a national distance learning university. We illustrate this with examples of positive action initiatives for women. The concept of transactional distance allows us to explore distance as a form of psychological and communication space, not simply of geographical distance. Feminist pedagogy, on the other hand, has recognised the importance of gender in structuring disciplines as well as teaching strategies. Both theories implicitly position the face-to-face classroom as the ideal learning environment, with the implication that distance learning has to produce a deficient environment. We argue that the evidence for women does not support this and present examples of feminist distance learning provision that has offered successful technology-enhanced learning and educational opportunities.  相似文献