HUMANISTIC EDUCATION: WHAT IS IT?     

Jerry L. Walker 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):68-73

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Has the Bayh-Dole act compromised basic research?     

Jerry G. Thursby  Marie C. Thursby 《Research Policy》2011,40(8):1077-1083

We examine three hypotheses regarding the effects of the Bayh-Dole Act on research effort of faculty. The first hypothesis we call the status quo hypothesis and it asserts that there has been no effect on research profiles. The second hypothesis, which we call the negative hypothesis, asserts that faculty have been diverted from their traditional role in basic research toward research with more commercial potential. Our final hypothesis is derived from prior theoretical work that suggests that both basic and applied research is greater when faculty can benefit from commercialization of their research effort; we refer to this as the positive hypothesis. The data we examine are the research and invention disclosure of faculty at 8 US universities over the period 1983–1999. Using a citation based measure of basic research publications we relate basic research effort to invention disclosures. Our findings are clear in that they do not show any support for the negative hypothesis and they show substantially greater support for the positive hypothesis than for the status quo hypothesis.  相似文献   

Community of Inquiry: Its past and present future     

Michael J.  Pardales & Mark  Girod 《Educational Philosophy and Theory》2006,38(3):299-309

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Book reviews     

A. R. Jonckheere  John Daniel  A. M. Lucas  John A. Bååth  Jerry Ravetz  Jack Sanger  E. J. Wood 《Instructional Science》1981,10(4):379-391

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Building Bridges for Those Under Bridges: A Lesson in Civility     

Jerry R. Thomas  Katherine T. Thomas 《Quest (Human Kinetics)》2013,65(3):203-212

Four questions are presented: What are the historical roots of motor development; How can motor development be characterized; How should motor development be conceptualized; and How should motor development be organized? A brief history presents the psychological roots of motor development and emphasizes the individual researchers who have created the area of motor development since the 1960s. Motor development is characterized as a composite of the researchers, knowledge, application of knowledge, systems for delivering knowledge, and graduate programs in motor development. Motor development should be a perspective rather than a structure or subdiscipline. All courses in human movement should be taught from a developmental perspective, research should be done within the appropriate subdiscipline, and some of that research should be developmental. Motor development will be best served if researchers align with scientists within the subdisciplines and share developmental information in cross-disciplinary groups.  相似文献   

Arizona State University: Prominence Within the University Essential; Prominence Within the Academic Field Is Nice     

Jerry R. Thomas 《Quest (Human Kinetics)》2013,65(2):159-165

ABSTRACT

This article posits that each content area that falls under the umbrella of kinesiology must develop a future cadre of professionals who are competent in their content knowledge and are trained as leaders who are able to understand the essential impacts of culture on their work. The intentional development of culturally fluent leaders should be a cornerstone placed at the intersections of the discrete fields contained within kinesiology to collectively and authentically promote excellence in the whole, which is potentially greater than anything possible for the individual parts. Cultural fluency is an on-going process of critical reflection with the intention of accurately interpreting intercultural interactions. Leadership is essential to support cultural fluency, and being culturally fluent may be essential for effective leadership. Both must be explicitly taught to future kinesiology professionals at the undergraduate and graduate levels to collectively move the professions forward to accurately serve the health, wellness, and physical activity needs of all individuals in our dynamic society.  相似文献   

VIII. NIH TOOLBOX COGNITION BATTERY (CB): COMPOSITE SCORES OF CRYSTALLIZED,FLUID, AND OVERALL COGNITION     

Natacha Akshoomoff  Jennifer L. Beaumont  Patricia J. Bauer  Sureyya S. Dikmen  Richard C. Gershon  Dan Mungas  Jerry Slotkin  David Tulsky  Sandra Weintraub  Philip David Zelazo  Robert K. Heaton 《Monographs of the Society for Research in Child Development》2013,78(4):119-132

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Place Attachment and Environmentally Responsible Behavior     

Jerry J. Vaske  Katherine C. Kobrin 《The Journal of environmental education》2013,44(4):16-21

Abstract

This article illustrates how an attachment to a local natural resource can influence environmentally responsible behavior (ERB) in an individual's everyday life. Our study showed that 4 general (e.g., talking with others about environmental issues) and 3 specific (e.g., sorting recyclable trash) behavioral indicators reflected a single environmentally responsible latent construct. Following previous research, we operationalized place attachment using 2 concepts: (a) place dependence (i.e., a functional attachment) and (b) place identity (i.e., an emotional attachment). The influence of these two concepts on ERB was examined using a structural equation model. Data for this analysis were obtained from a survey of youth, 14-17 years of age (N = 182), who participated in local natural resource work programs. Results supported the predicted relationships. As hypothesized, place identity mediated the relationship between place dependence and responsible behavior. Place dependence influenced place identity (β = .88, p < .001, R ² = .77), and place identity was significantly related to ERB (P = .63, p < .001, R ² = .40). Overall, the model suggests that encouraging an individual's connection to a natural setting facilitates the development of general ERB.  相似文献   

Project R.A.C.E.     

Jerry Passer 《The Journal of environmental education》2013,44(3):38-39

Abstract

Learning by doing may not be the most effective strategy for teaching environmental problem-solving skills. A survey of Michigan educators indicates that of the teaching strategies listed, case studies and talking about what others do to solve environmental problems are the most important. The implications of building familiarity with environmental issues and solutions from a variety of examples are discussed, and an explanation for the reported low success of classroom action projects is presented.  相似文献   

Cross-purposes and crossed wires in education policymaking on equity: The Ontario experiences, 1990-1995     

Jerry Paquette 《课程研究杂志》2013,45(1):89-112

Between September 1990 and June 1995, the Canadian province of Ontario experienced its first ever social-democratic government. This paper examines the record, in terms of both process and policy, of that government on educational equity at the elementary and secondary school levels. It reviews the government's record in educational equity and measures that record against the agenda the party had set for itself before the 1990 election. The government's policy-making on educational equity offers a rarely equalled case study of cross-purposes, non-communication, ostensibly wilful ignorance and crossed wires. The results have gone far to discredit educational equity as a meaningful (rather than symbolic) educational goal in Ontario.  相似文献