Affective responses to supervised 10-week programs of resistance exercise in older adults     

Darren L. Richardson  Michael J. Duncan  Alfonso Jimenez  Paul M. Juris  Neil D. Clarke 《运动与健康科学(英文)》2020,9(6):604-613

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Engagement with news on Twitter: insights from Australia and Korea     

Robert Ackland  Mathieu O’Neil  Sora Park 《亚洲交流杂志》2019,29(3):235-251

ABSTRACT

This study examines the patterns of news engagement among news consumers with different political affiliation and cultural background. We use computational methods and data from Twitter in a cross-country comparison of engagement with six online news sources in Australia and South Korea. For our analysis, we used a subset of Twitter users who retweeted at least one political story during the period of collection, and for whom we were able to predict political affiliation using correspondence analysis and data on Twitter follower ties to politicians. We find that right-wing Australian retweeters are more intense in their news engagement, compared with their left-wing counterparts, whereas in South Korea it was the opposite. Australian right-wing political retweeters have more diverse information sources, while there was no difference in information diversity between the right and left in South Korea. We discuss how the political situation in South Korea at the time of data collection may have affected our analysis. We emphasise the methodological contributions of our research and its connection to on-going research into the behavioural foundations of ‘filter bubbles’.  相似文献   

If Multicultural Science Education Standards’ Existed, What Would They Look Like?     

Robert Ferguson 《Journal of Science Teacher Education》2008,19(6):547-564

The intersection between science teacher education and multiculturalism has produced a considerable amount of research in the science education community. This paper suggests, according to current science teacher preparation literature, an initial set of multicultural science education standards for science methods course instructors of preservice teachers: dialogic conversation, authentic activities, reflexivity, ability, committed practice, and knowing. Included in the discussion of each standard is an activity or lesson that a science methods course instructor can implement.  相似文献   

What does ‘inclusion’ mean for pupils on the autistic spectrum in mainstream secondary schools?     

Neil Humphrey  Sarah Lewis 《Journal of Research in Special Educational Needs》2008,8(3):132-140

The last decade has seen a groundswell of developments in educational policy in the UK relating to inclusive education for students with special educational needs (SEN). However, whether government policy has been fully implemented in schools remains a concern. The experience of students with autistic spectrum disorders (ASDs) provides an excellent case in point. An increasing number of such students are now educated in mainstream schools, but the limited research in this area has indicated that their experience of school is often marked by bullying, social isolation and anxiety. In light of this, the aim of the current study was to examine the extent to which inclusive educational policy was actually reflected in the practices of four mainstream secondary schools. An exploratory case study approach was adopted, utilising interviews with pupils, teachers, other school staff (e.g., senior managers, learning support assistants) and parents, observations of lessons and other contexts (e.g., lunch time), and document analysis. Our findings highlighted a number of school practices which acted as facilitators or barriers to students’ learning and participation, some of which were generic to SEN provision, and some of which appeared to be specific to those on the autistic spectrum. A discussion of these is presented to enable further understanding of, and inform practice relating to, the inclusion process for students with ASDs.  相似文献   

Intervention for children with language impairments: a model of evidence-based outcome research     

Gillian Parkinson  Neil Humphrey 《Journal of Research in Special Educational Needs》2008,8(1):2-12

Over the past 30 years successive governments in the UK have endeavoured to make the statutory framework suitable for children with special educational needs (SEN). More recently, efforts have been made to personalise children's learning, making educational experience more innovative and responsive to the diversity of needs in schools. A drive is emerging in health and education to develop and evaluate intervention strategies for children with language impairments (LIs), which is both methodologically challenging and rewarding. The current review demonstrates difficulties encountered with using evidence-based (evidence-related) outcome research involving children with LIs. Many studies have inherent methodological problems such as small sample sizes, ill-matched groups and designs that are difficult to replicate or compare. Such approaches are unlikely to yield significant results, or if they do, it is difficult to devise clear guidance regarding choice of intervention strategies. In the light of these difficulties, theoretical, methodological and practical issues are discussed herein and a model is proposed to assist in enabling interventions to be identified, evaluated in a robust manner, and the results shared with educators. We suggest that the use of a process-driven model ensures a more rigorous approach when undertaking large-scale systematic, evidence-based research into the effective approaches to teaching children not only with LIs but across the field of special needs education.  相似文献   

Student Reasoning About the Lever Principle Through Multimodal Representations: a Socio-Semiotic Approach     

Xu  Lihua  Ferguson  Joseph  Tytler  Russell 《International Journal of Science and Mathematics Education》2021,19(6):1167-1186

International Journal of Science and Mathematics Education - There is increasing recognition of the multimodal representational nature of science discovery practices and the roles of multiple and...  相似文献   

Book reviews     

Fred D’Agostino  Neil Taylor  John G. Hedberg  Jennie Lynch  John M. Malouff 《高等教育研究与发展》2008,27(3):297-304

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Technology in Physical Education Teacher Education: A Call to Action     

Jennifer M. Krause  Kason O’Neil  Emily Jones 《Quest (Human Kinetics)》2020,72(3):241-259

ABSTRACT

Teacher education programs have been tasked with the responsibility to develop educators who can successfully infuse technology into their teaching. Despite standards-based expectations, a plethora of technology infusion opportunities, and the importance of faculty roles as models and teachers, physical education teacher education (PETE) programs have yet to demonstrate current expectations for teaching with and about educational technology. In this article, the authors provide a glimpse into the educational technology requirements, challenges, and strategies for teacher education/PETE programs. The authors suggest a call to action among PETE programs to address the issues that prevent PETE graduates from entering their teaching careers less than equipped to effectively use technology to enhance teaching and learning.  相似文献   

An Application of Score Equity Assessment: Invariance of Linkage of New SAT^® to Old SAT Across Gender Groups     

Jinghua Liu  Miriam F. Cahn  Neil J. Dorans 《Journal of Educational Measurement》2006,43(2):113-129

The College Board's SAT^® data are used to illustrate how the score equity assessment (SEA) can help inform the program about equatability. SEA is used to examine whether the content change(s) to the revised new SAT result in differential linking functions across gender groups. Results of population sensitivity analyses are reported on the linkage of the new SAT critical reading (CR) prototype to an old SAT verbal (OV). Based on the criteria used in this study, population invariance was achieved with respect to gender groups.  相似文献   

Silver Foils: a reply     

Steve Baron  Dan Finn  Neil Grant  Michael Green  Richard Johnson 《British Journal of Sociology of Education》1982,3(2):189-197

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