排序方式： 共有64条查询结果，搜索用时 15 毫秒
21.
Steve Drew Liam Phelan Katherine Lindsay Angela Carbone Bella Ross Kayleen Wood 《Assessment & Evaluation in Higher Education》2017,42(6):914-929
Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers’ development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers’ observations with teachers’ developmental goals. Analysis of observers’ uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goal-oriented curricular and pedagogical development through peer observation. 相似文献
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Based on a survey of 711 children in Northern Ireland, this paper explores a range of aspects of experiences of belonging and exclusion in relation to school among three main minority ethnic groups: Irish Traveller, Chinese/Asian and European Migrant children. The study examines variations between each group and how they compare to the White settled population. The findings indicate that all three groups experience lower levels of belonging and higher levels of exclusion compared to their White, settled Northern Irish peers. The experiences of Irish Traveller children were the most negative. The article adds to the dearth of data on minority ethnic children living in mainly white regions in the UK and Ireland. It argues for the need to move beyond achievement gaps in assessing minority ethnic children's differential experiences in education and highlights the potential of belongingness as a concept for the further study of differential patterns of need and processes of inclusion. 相似文献
24.
Validity in quantitative content analysis 总被引：8，自引：0，他引：8
Rourke Liam Anderson Terry 《Educational technology research and development : ETR & D》2004,52(1):5-18
Over the past 15 years, educational technologists have been dabbling with a research technique known as quantitative content
analysis (QCA). Although it is characterized as a systematic and objective procedure for describing communication, readers
find insufficient evidence of either quality in published reports. In this paper, it is argued that QCA should be conceived
of as a form of testing and measurement. If this argument is successful, it becomes possible to frame many of the problems
associated with QCA studies under the well-articulated rubric of test validity. Two sets of procedures for developing the
validity of a QCA coding protocol are provided, (a) one for developing a protocol that is theoretically valid and (b) one
for establishing its validity empirically. The paper is concerned specifically with the use of QCA to study educational applications
of computer-mediated communication. 相似文献
25.
BBC Radio Leicester in 1976: Kick Starting British Asian Radio 总被引：1，自引：1，他引：0
Liam McCarthy 《Journal of Radio & Audio Media》2018,25(2):269-283
This article examines how, in 1976, BBC Radio Leicester revolutionized broadcasting to Asian communities in England by launching a 5-nights a week Asian program. Aimed at helping to diffuse the toxic racial atmosphere in the city and improve community relations, the program proved to be a huge success and a direct forerunner of the BBC Asian Network. 相似文献
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Liam Phelan 《Distance Education》2012,33(1):31-44
This article discusses whether the very act of accessing online students’ experiences of teaching may itself foster students’ sense of belonging to a learning community. The article reports and reflects on the application of Brookfield’s critical incident questionnaire (CIQ) in postgraduate courses delivered online in 2008–2010 through the University of Newcastle in Australia. The anonymous CIQ is designed in part to access students’ views of teaching practice, and was deployed as part of an ongoing interest in quality teaching. The article makes recommendations for deploying the CIQ in online learning spaces and concludes with some reflections on unexpected opportunities thoughtful CIQ deployment may provide. The practice of sharing students’ anonymous responses may have helped to foster students’ sense of a shared learning community. This may be particularly valuable in an asynchronous online learning context where students are typically geographically isolated from one another. 相似文献
27.
Peter Theobald Liam Whitelegg Leonard D. M. Nokes 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):29-37
The risk of soccer players sustaining mild traumatic brain injury (MTBI) following head impact with a playing surface is unclear. This study investigates MTBI by performing headform impact tests from varying heights onto a range of third-generation artificial turf surfaces. Each turf was prepared as per manufacturers specifications within a laboratory, before being tested immediately following installation and then again after a bedding-in period. Each turf was tested dry and when wetted to saturation. Data from the laboratory tests were compared to an in situ third-generation surface and a professional grass surface. The surface performance threshold was set at a head impact criterion (HIC) = 400, which equates to a 10% risk of the head impact causing MTBI. All six third-generation surfaces had a >10% risk of MTBI from a fall >0.77 m; the inferior surfaces required a fall from just 0.46 m to have a 10% MTBI risk. Wetting the artificial turf did not produce a statistically significant improvement (P > 0.01). The in situ third-generation playing surface produced HIC values within the range of bedded-in experimental values. However, the natural turf pitch was the superior performer – necessitating fall heights exceeding those achievable during games to achieve HIC = 400. 相似文献
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Abstract Many zoos now emphasize that their role in conservation includes influencing the behavior of their visitors for the benefit of wild animals. However, there is limited evidence of behavioral change to support this emphasis; one reason may be that requested behaviors are not viewed favorably by zoo visitors. The purpose of the present study was to involve zoo staff in a process of identifying and prioritizing pro‐wildlife behaviors using a set of criteria that noted what zoo visitors prefer. This was achieved by replicating Smith’s (2009a) study but including visitor‐preferred attributes identified in Smith, Curtis, and van Dijk (2010) . Across several zoos in Australia, 152 staff members participated in seven Nominal Group Technique workshops. Initially over 500 behaviors were identified and prioritized, first by filtering behavior lists, then by participants voting on behaviors. When voting, participants tended to choose behaviors promoting wildlife‐friendly consumerism and donations. 相似文献
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West DJ Stephens JW Bain SC Kilduff LP Luzio S Still R Bracken RM 《Journal of sports sciences》2011,29(3):279-289
In this study, we examined the glycaemic and fuel oxidation responses to alterations in the timing of a low glycaemic index carbohydrate and 75% reduced insulin dose, prior to running, in type 1 diabetes individuals. After carbohydrate (75 g isomaltulose) and insulin administration, the seven participants rested for 30 min, 60 min, 90 min or 120 min (conditions 30MIN, 60MIN, 90MIN, and 120MIN, respectively) before completing 45 min of running at 70% peak oxygen uptake. Carbohydrate and lipid oxidation rates were monitored during exercise and blood glucose and insulin were measured before and for 3 h after exercise. Data were analysed using repeated-measures analysis of variance. Pre-exercise blood glucose concentrations were lower for 30MIN compared with 120MIN (P < 0.05), but insulin concentrations were similar. Exercising carbohydrate and lipid oxidation rates were lower and greater, respectively, for 30MIN compared with 120MIN (P < 0.05). The drop in blood glucose during exercise was less for 30MIN (3.7 mmol · l(-1), s(x) = 0.4) compared with 120MIN (6.4 mmol · l(-1), s(x) = 0.3) (P = 0.02). For 60 min post-exercise, blood glucose concentrations were higher for 30MIN compared with 120MIN (P < 0.05). There were no cases of hypoglycaemia in the 30MIN condition, one case in the 60MIN condition, two in the 90MIN condition, and five in the 120MIN condition. In conclusion, a low glycaemic index carbohydrate and reduced insulin dose administered 30 min before running improves pre- and post-exercise blood glucose responses in type 1 diabetes. 相似文献
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Liam Kane 《British Educational Research Journal》2013,39(5):872-891
While there is a wealth of literature on radical adult ‘popular’ education for change, most of it looks forward and speculates on the educational processes best able to help ‘the oppressed’, ‘excluded’ or ‘disadvantaged’ become critically‐aware ‘subjects’ of social change. Within a critical education framework, recent research looked in the opposite direction, identified adult activists already critically‐aware and worked backwards through their life histories to find the educational experiences seen as most influential in their development. Examining questionnaire responses, this article analyses how members of the Scottish Socialist Party perceived the influence exercised by their teachers, from primary to tertiary education, in the development of their beliefs and identity as activists. Comparisons are made with research in ‘active citizenship’. The research suggests there is more potential for radical education within the formal sector than is often believed and teachers contribute to this process in sometimes contradictory ways. The findings feed into debates in the UK and other countries, particularly in Latin America, about where popular educators should direct their energies, within state structures or outside, in social movements. 相似文献