Dyadic discussion as a teaching method     

H.E. Stanton 《Contemporary educational psychology》1977,2(2):99-107

The disadvantages of the conventional small group teaching method are discussed and two procedures designed to overcome these are outlined. Both procedures are variants on the single theme of dyadic interaction in which the two participants ask questions of each other. The writer's own experience with dyadic interaction as a teaching approach is outlined and a modification to the basic format is suggested. Use of the technique as a means of “breaking the ice” with a new group is also discussed.  相似文献   

Science Education & the Supernatural in Papua New Guinea     

R. J. Stanton  M. N. Maddock 《Research in Science Education》1975,5(1):123-133

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Facilitating evidence-based librarianship: a UK experience     

Doney L  Stanton W 《Health information and libraries journal》2003,20(Z1):76-78

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Kinanthropometric and physiological characteristics of outrigger canoe paddlers     

Humphries B  Abt GA  Stanton R  Sly N 《Journal of sports sciences》2000,18(6):395-399

We describe the physiological characteristics of amateur outrigger canoe paddlers. Twenty-one paddlers (13 males, 8 females) were evaluated for body stature, aerobic power, muscular strength and endurance, peak paddle force, flexibility and 250 m sprint paddle performance at the end of the outrigging season. The mean variables (+/- s) for the males were: age 27 +/- 9 years, height 175 +/- 5 cm, body mass 80 +/- 5 kg, arm span 178 +/- 7 cm, sitting height 100 +/- 2 cm, aerobic power 3.0 +/- 0.4 l x min(-1), maximum bench press strength 85 +/- 19 kg, right peak paddle force 382 +/- 66 N and left peak paddle force 369 +/- 69 N. For the females, these were: age 26 +/- 6 years, height 168 +/- 5 cm, body mass 70 +/- 8 kg, arm span 170 +/- 5 cm, sitting height 97 +/- 3 cm, aerobic power 2.3 +/- 0.51 l x min(-1), maximum bench press strength 47 +/- 10 kg, right peak paddle force 252 +/- 63 N and left peak paddle force 257 +/- 60 N. Analysis of variance revealed differences (P < 0.05) between the dominant and non-dominant sides of the body for peak paddle force, isokinetic internal and external rotation, and flexion and extension torque of the shoulder joint. The outrigger canoe paddlers were generally within the range of scores found to describe participants of other water craft sports. Outrigger canoeists should be concerned with the muscular strength imbalances associated with paddling technique.  相似文献   

Academic Expectations of Australian Students from Aboriginal,Asian and Anglo Backgrounds: Perspectives of Teachers,Trainee-teachers and Students     

Justine Dandy  Kevin Durkin  Bonnie L. Barber  Stephen Houghton 《International Journal of Disability, Development & Education》2015,62(1):60-82

There are ethnic group differences in academic achievement among Australian students, with Aboriginal students performing substantially below and Asian students above their peers. One factor that may contribute to these effects is societal stereotypes of Australian Asian and Aboriginal students, which may bias teachers’ evaluations and influence student outcomes. A questionnaire assessing academic expectancies for hypothetical students from different ethnic groups was administered to 55 experienced teachers and 144 training teachers. A measure of self-expectancies and group expectancies was administered to 516 school students. The findings revealed that Asian students were expected to perform better in mathematics and expend greater effort than Aboriginal and Anglo-Australian students. In turn, there were higher expectancies for mathematics performance for Anglo-Australian students compared with Aboriginal students. We discuss the potential implications of these stereotypes for students’ school achievement, particularly the risk that negative implicit stereotypes might result in these students being directed to special education.  相似文献   

Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough     

Julie Dangremond Stanton  Xyanthe N. Neider  Isaura J. Gallegos  Nicole C. Clark 《CBE life sciences education》2015,14(2)

Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge—our awareness of our thinking—and metacognitive regulation—how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in a large introductory biology course (n = 245). We coded these assignments for evidence of three key metacognitive-regulation skills: monitoring, evaluating, and planning. We found that nearly all students were willing to take a different approach to studying but showed varying abilities to monitor, evaluate, and plan their learning strategies. Although many students were able to outline a study plan for the second exam that could effectively address issues they identified in preparing for the first exam, only half reported that they followed their plans. Our data suggest that prompting students to use metacognitive-regulation skills is effective for some students, but others need help with metacognitive knowledge to execute the learning strategies they select. Using these results, we propose a continuum of metacognitive regulation in introductory biology students. By refining this model through further study, we aim to more effectively target metacognitive development in undergraduate biology students.  相似文献   

Technology as empowerment: a capability approach to computer ethics   总被引：1，自引：0，他引：1  

Justine Johnstone 《Ethics and Information Technology》2007,9(1):73-87

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Hepatic enzyme decline after pediatric blunt trauma: a tool for timing child abuse?     

Baxter AL  Lindberg DM  Burke BL  Shults J  Holmes JF 《Child abuse & neglect》2008,32(9):838-845

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Academics and their Problems: The Diagnostic Trance can Help     

Harry E. Stanton 《高等教育研究与发展》1991,10(2):187-192

After a review of the literature on the use of hypnosis in the educational environment, the general value of the trance state as a means of accessing inner resources is outlined. One particular technique, the Diagnostic Trance, is explained in detail and its use in the university environment illustrated through three case studies. One of these concerns the lecturing anxiety of a new staff member, another the inability of a lecturer to set down material on paper, and a third the difficulty experienced by a lecturer in speaking out at meetings. Attention is drawn both to the simplicity of the technique and the absence of negative side effects.  相似文献   

Uniting sport and heritage: An evaluation of the Our Sporting Life exhibition programme     

Justine Reilly  Jane Clayton 《Cultural Trends》2014,23(1):42-55

The year 2012 provided an opportunity to celebrate sporting history during the year when London staged that most historical of international sporting events, the Olympic Games. However, the Department for Culture, Media, and Sport, and the London Organising Committee of the Olympic Games (LOCOG) made no reference to sporting history within official documentation, and there was no mention of sport in the Cultural Olympiad programme. This paper aims to understand the role of the Sports Heritage Network in exploring England's sporting heritage, despite being excluded from the official planning of the London 2012 Olympic Games. This affiliation of museums and archives with an interest in England's sporting past recognised the potential of the 2012 Olympic Games and established a community exhibition programme, Our Sporting Life, which aligned with LOCOG's aims and objectives. This paper evaluates the outputs and outcomes of Our Sporting Life and aims to understand why it was not supported financially or integrated into the official Cultural Olympiad programme. The data collection for Our Sporting Life is analysed and critiqued, and the impact of the programme is considered using the Generic Learning Outcomes and the Generic Social Outcomes frameworks. Our Sporting Life delivered over a hundred exhibitions and reached over one million people, with outcomes that included increasing knowledge and understanding, and strengthening public life. It provides an off-the-shelf methodology for future major sporting events and, as such, its omission from the London 2012 Cultural Olympiad can be regarded a lost opportunity.  相似文献