THE VIEWS OF BENJAMIN MAYS     

Leon W. Lindsay 《Equity & Excellence in Education》2013,46(3):50-54

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Towards inclusive learning in higher education – Edited by Mike Adams & Sally Brown     

Roger Lindsay   《British journal of educational technology : journal of the Council for Educational Technology》2007,38(6):1133-1134

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BOOK REVIEWS     

Michael A. Vickers  Elaine Shaw  Sean Cameron  Lindsay Towns  Hanna Hancock  Rachel Woodford 《Educational Psychology in Practice》2007,23(3):283-297

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The up-front legacies of France 2019: changing the face of ‘le foot féminin’     

Lindsay Sarah Krasnoff 《Sport in History》2019,39(4):462-483

ABSTRACT

The drive to develop women’s football in France, a game 100 years old albeit one long-stigmatised, was thrust into high gear in 2011. Since then, a confluence of events and cultural changes, from on-field results and officials’ investment of greater resources to winning the 2019 World Cup host bid, greater mediatisation of women’s players, and more – including the spectacular 2010 meltdown of Les Bleus in South Africa – have combined to energise and grow the game. This newfound dynamism was unforeseen a decade ago and illustrates some of France’s biggest World Cup legacies: the up-front investments underpinning the sport’s development during the 2010s, and the ways the country has repackaged itself as a champion of women’s football and women in football, forever changing the face of ‘le foot féminin’.  相似文献   

Family Turbulence and Child Internalizing and Externalizing Behaviors: Moderation of Effects by Race     

Sean R. Womack  Lindsay Taraban  Daniel S. Shaw  Melvin N. Wilson  Thomas J. Dishion 《Child development》2019,90(6):e729-e744

This study examined the impact of residential instability and family structure transitions on the development of internalizing and externalizing problems from age 2 through 10.5. Child's race was examined as a moderator. Caregiver reports of internalizing and externalizing behaviors were obtained on 665 children at ages 5 and 10.5. Early-childhood residential and family structure transitions predicted elevated internalizing and externalizing problems at ages 5 and 10.5, but only for Caucasian children. These findings suggest that residential and family structure instability during early childhood independently contribute to children's later emotional and behavioral development, but vary as a function of the child's race. Community organizations (e.g., Women, Infant, and Children) can connect turbulent families with resources to attenuate effects of residential and family structure instability.  相似文献   

Working together within a system: educative mentoring and novice teacher learning     

Lindsay Joseph Wexler 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):44-67

Using a framework of activity theory, I follow one mentor/student teacher pair through a yearlong student teaching experience, investigating their interactions around the practice of educative co-planning. Evidence from multiple data sources collected over the course of one year is analyzed to understand the role co-planning played in the mentor/student teacher relationship, the experience of being a mentor, and in the development of the student teacher’s practices. Findings reveal the mentor and student teacher used the educative practice of co-planning to productively mediate tensions and navigate their relationship.  相似文献   

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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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   

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