Articulating domestic and global university descriptors and indices of excellence     

Beverly Lindsay 《比较教育学》2012,48(3):385-399

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Knowledge Obsolescence in Physical Educators     

E. James Kelley  Carl A. Lindsay 《Research quarterly for exercise and sport》2013,84(2):463-474

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Gains and gaps in girls’ education     

Xanthe Scharff Ackerman  Kaitlyn Scott 《Compare》2017,47(1):133-136

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From copying to learning: using exemplars to engage students with assessment criteria and feedback   总被引：3，自引：2，他引：1  

Karen Handley  Lindsay Williams 《Assessment & Evaluation in Higher Education》2011,36(1):95-108

Feedback is central to pedagogic theory, and if feedback is to be effective, students need to engage with it and apply it at some point in the future. However, student dissatisfaction with feedback – as evidenced in the National Student Survey – suggests that there are problems which limit student engagement with feedback, such as their perception that much of their feedback is irrelevant to future assignments. This article reports on a study which sought to enhance engagement by giving students exemplar assignments annotated with feedback before submission of their final assignments. This was done by providing an online facility where students could view exemplars and post comments or questions to tutors and peers on a discussion board. The exemplar facility was highly valued by students, although there were no quantitative effects such as an increase in students’ assignment marks when compared with the previous cohort. The article reflects on possible reasons for this result and discusses ways to improve the exemplar facility, for example by facilitating dialogue between tutors and students. The article concludes with lessons learned about how to construct exemplars, and considers how exemplars might also be used within marking teams to improve consistency of marking.  相似文献   

Informal Science Education: A Practicum for Graduate Students     

Wendy C. Crone  Sharon L. Dunwoody  Raelyn K. Rediske  Steven A. Ackerman  Greta M. Zenner Petersen  Ronald A. Yaros 《Innovative Higher Education》2011,36(5):291-304

We present results from a course, “Informal Science Education for Scientists: A Practicum,” co-taught to graduate students in STEM-related fields by a scientist/engineer and a social scientist/humanist. This course provides a structured framework and experiential learning about informal science education during a semester-long experience. The data collected across six years of the course (11 ≤ n ≤ 16 for each) provide strong evidence that the course has been effective in encouraging graduate students in STEM-related fields to feel more skilled at and confident with informal science education. Details are provided as to how manipulation of the course structure (i.e. making it project-based, emphasizing understanding audiences, stressing the iterative nature of design, and increasing evaluation research training) influenced the student outcomes.  相似文献   

Children's reasoning about disclosing adult transgressions: effects of maltreatment, child age, and adult identity     

Lyon TD  Ahern EC  Malloy LC  Quas JA 《Child development》2010,81(6):1714-1728

A total of two hundred ninety-nine 4- to 9-year-old maltreated and nonmaltreated children of comparable socioeconomic status and ethnicity judged whether children should or would disclose unspecified transgressions of adults (instigators) to other adults (recipients) in scenarios varying the identity of the instigator (stranger or parent), the identity of the recipient (parent, police, or teacher), and the severity of the transgression ("something really bad" or "something just a little bad"). Children endorsed more disclosure against stranger than parent instigators and less disclosure to teacher than parent and police recipients. The youngest maltreated children endorsed less disclosure than nonmaltreated children, but the opposite was true among the oldest children. Older maltreated children distinguished less than nonmaltreated children between parents and other types of instigators and recipients.  相似文献   

Missed and missing cases of abusive injuries: the magnitude and the measurement of the problem     

Chadwick DL  Castillo EM  Kuelbs C  Cox SA  Lindsay SP 《Child abuse & neglect》2010,34(12):943-950

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Abilities and skill acquisition: A latent growth curve approach     

Manuel C. Voelkle  Werner W. Wittmann  Phillip L. Ackerman 《Learning and individual differences》2006,16(4):303-319

The relationship between abilities and skill acquisition has been the subject of numerous controversies in psychology. However, while most researchers implicitly or explicitly accept the idea that abilities and skill acquisition should be related, empirical research has failed to provide evidence for a consistently strong correlation between the two constructs. Based on the reanalysis of a study on skill acquisition using the air traffic controller task TRACON [Ackerman, P. L., Kanfer, R., and Goff, M. (1995). Cognitive and Noncognitive Determinants and Consequences of Complex Skill Acquisition. Journal of Experimental Psychology. Applied, 1(4), 270–304], it will be shown how latent growth curve modeling can help to gain a better understanding of the relationship between human abilities and skill acquisition. A brief introduction into the basic concepts of latent growth curve modeling will be given, particularly with regard to the advantages for the analysis of skill acquisition and its determinants. The goal is thereby to provide evidence for a much closer association than commonly assumed and to offer a new, differential, perspective formerly obscured by traditional between-subject analyses.  相似文献   

Sociometric status and after-school social activity of children with learning disabilities     

D Ackerman  C Howes 《Journal of learning disabilities》1986,19(7):416-419

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Sex,drugs and science: the IOC’s and IAAF’s attempts to control fairness in sport     

Jörg Krieger  Lindsay Parks Pieper  Ian Ritchie 《Sport in Society》2019,22(9):1555-1573

Abstract

This paper traces the history of two important policies in sport: rules against drugs and ‘ambiguous’ athletes in women’s events. We identify three phases in the work of the International Olympic Committee’s and International Amateur Athletic Federation’s medical committees: (1) from the mid-1960s to the 1970s, the medical grounding of the committees and the members’ worldviews encouraged the groups to enlist scientific techniques to solve drug use and sex ambiguity issues; (2) from the 1970s to the 1980s, administrative confusion underscored both committees, but scientific personnel gained legitimacy and furthered their own agendas; and (3) from the 1980s to the mid-1980s, the seeds of diversion in sex and drug tests were sown. The central finding of this study is that the stakeholders who shaped anti-doping and sex testing policies took for granted concerns regarding ethics and instead increasingly relied upon medical, scientific, and technical practices to define and control fairness in sport.  相似文献