Edited highlights ‐ recycling undergraduate broadcasts as video     

Kevin Smith  Chris Fyffe  Les Lyons La 《Open Learning》2013,28(2):45-47

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Different Countries,Same Science Classes: Students’ experiences of school science in their own words   总被引：1，自引：0，他引：1  

Terry Lyons 《International Journal of Science Education》2013,35(6):591-613

This paper reviews the remarkably similar experiences of school science reported by high school students in Sweden, England, and Australia. It compares student narratives from interpretive studies by Lindahl, by Osborne and Collins, and by Lyons, identifying core themes relating to critical contemporary issues in science education. These themes revolve around the transmissive pedagogy, decontextualized content, and unnecessary difficulty of school science commonly reported by students in the studies. Their collective experiences are used as a framework for examining student conceptions of, and attitudes to, school science more generally, drawing on an extensive range of international literature. The paper argues that the experiences of students in the three studies provide important insights into the widespread declines in interest and enrolments in high school and university science courses.  相似文献   

Evaluating STAR – a transformative learning framework: interdisciplinary action research in health training     

Margaret McAllister  Florin Oprescu  Teresa Downer  Michael Lyons  Fiona Pelly  Nigel Barr 《Educational Action Research》2013,21(1):90-106

Transformative learning aims to awaken students to issues of injustice, and to promote their critical analysis of assumptions, beliefs and values that lead to and sustain social inequities, so that they may become agents of social change. This paper introduces the Sensitise Take Action and Reflection (STAR) framework, which encapsulates transformative learning principles, as a tool for educators to enhance student health professionals’ capacity and preparedness to address health inequities they are likely to encounter in their future practice. Using an action research methodology within a three-cycle process, STAR was trialled and evaluated by an interdisciplinary team of health educators (n = 25) in an Australian university. Disciplines included: nursing, nutrition and dietetics, public health, occupational therapy and paramedic science. Data were gathered via individual interviews, focus group discussions and field notes, and were analysed inductively, with member-checking of emerging themes to ensure interpretive rigour. The results of this research suggest that STAR is easily understood by users, has relevance for health professional education, and holds promise for producing desired educational outcomes within and across health disciplines. Furthermore, this project could be considered a model for fostering inter-professional collaboration in health education, research and practice.  相似文献   

Development and validation of a method to directly measure the cable force during the hammer throw     

Sara M. Brice    Doug Rosemond  Keith Lyons  Mark Davis 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):274-287

The development of cable force during hammer-throw turns is crucial to the throw distance. In this paper, we present a method that is capable of measuring cable force in real time and, as it does not interfere with technique, it is capable of providing immediate feedback to coaches and athletes during training. A strain gauge was mounted on the wires of three hammers to measure the tension in the wire and an elite male hammer thrower executed three throws with each hammer. The output from the gauges was recorded by a data logger positioned on the lower back of the thrower. The throws were captured by three high-speed video cameras and the three-dimensional position of the hammer's head was determined by digitizing the images manually. The five best throws were analysed. The force acting on the hammer's head was calculated from Newton's second law of motion and this was compared with the force measured via the strain gauge. Qualitatively the time dependence of the two forces was essentially the same, although the measured force showed more detail in the troughs of the force–time curves. Quantitatively the average difference between the measured and calculated forces over the five throws was 76 N, which corresponds to a difference of 3.8% for a cable force of 2000 N.  相似文献   

THE CLERGY IN EDUCATION: CAREER STRUCTURES IN THE 1830s     

Nicholas Lyons 《Journal of educational administration and history》1976,8(1):6-10

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Planning UPE in Latin America for the children at the poverty margin     

R. F. Lyons 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(2):193-196

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Broadcast captioning: 1979 update.     

S Earley  H K Lyons 《American annals of the deaf》1979,124(5):624-626

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Producing Whiteness: An exploration of working-class white men in two contexts1     

Lois Weis  Susan Lyons Lombardo 《Discourse: Studies in the Cultural Politics of Education》2002,23(1):5-25

In this essay we enter the terrain of 'whiteness' studies, drawing upon data gathered in two ethnographic investigations conducted in a large northeastern city in the United States. In the first study we focus on the ways in which whiteness among working-class men emerges in relation to a constructed 'other', in this case a black/Latino other who is held to have unpleasant characteristics. In the second, we problematize the idea that the white European self emerges necessarily in relation to that of a constructed 'dark other' by focusing on white working-class Irish adults who frequent an Irish community centre in the same city. We explore the ways in which the presence of particular spaces within which ethnic identities can flourish may blunt the effects of possible intergroup violence based on the production of a white identity and at the same time potentially encourage a multi-racial set of political coalitions.  相似文献   

Steps to Implementing Technology in Inclusive Early Childhood Programs     

Catherine D. Lyons  Claire T. Tredwell 《学校用计算机》2015,32(2):152-166

Twenty-first-century preschool children, with and without disabilities, may be found using technology, including assistive technologies, on a daily basis in their homes, schools, and communities. Early childhood educators are exploring opportunities to integrate technology and interactive media into the present-day curriculum. The authors suggest implementing the following five-step process to support using technology in early childhood inclusive programs: (a) assessing technology knowledge of young children, (b) developing technology rules with young children, (c) applying professional judgment and program policy, (d) implementing technology into the curriculum, and (e) collecting data for decision making. Through this process, early educators may define children's background knowledge and subsequently design a curriculum approach, including instructional methods and strategies, to engage young children while fostering creative learning experiences.  相似文献   

Partnering through training and practice to achieve performance improvement     

Paul R. Lyons 《Performance Improvement》2010,49(6):36-41

This article presents a partnership effort among managers, trainers, and employees to spring to life performance improvement using the performance templates (P‐T) approach. P‐T represents a process model as well as a method of training leading to performance improvement. Not only does it add to our repertoire of training and performance management methods, it assists trainers and managers to promote change, achieve flexibility in performance, and enhance the fluency of skill application with regard to critical performance events.  相似文献