Self-managing schools and professional community: The professional recognition program in Victoria’s schools of the future     

Rod Chadbourne  Lawrence Ingv Arson 《The Australian Educational Researcher》1998,25(2):61-93

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Introducing the empty number line     

Rod Bramald 《Education 3-13》2013,41(3):5-12

The empty number line (ENL) is an essential element of Dutch mathematics education, already internationally acknowledged as a successful model for developing mental strategies. The concept is a deceptively simple one but is based upon a complex structure of previous research findings. Several recent and influential UK publications have already misused the concept. This article is based upon the original work of Beishuisen from Leiden University and sets out a very simplified version of how the ENL is derived and built up for use in mental mathematics.  相似文献   

Important Partners—AECT Affiliates     

Rod P. Githens 《TechTrends》2009,53(4):5-5

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Early Years: an international research journal     

Rod Parker-Rees 《Early Years: An International Journal of Research and Development》2014,34(3):207-209

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The Persecution of the Jews and Muslims of Portugal: King Manuel I and the End of Religious Tolerance (1496–7)     

Jane S. Gerber 《Al-Masaq: Islam & the Medieval Mediterranean》2012,24(1):117-119

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Biologic Influences on Exercise Adherence     

Rod K. Dishman 《Research quarterly for exercise and sport》2013,84(2):143-159

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Variability in measurement of swimming forces: a meta-analysis of passive and active drag   总被引：2，自引：0，他引：2  

Havriluk R 《Research quarterly for exercise and sport》2007,78(2):32-39

An analysis was conducted to identify sources of true and error variance in measuring swimming drag force to draw valid conclusions about performance factor effects. Passive drag studies were grouped according to methodological differences: tow line in pool, tow line in flume, and carriage in tow tank. Active drag studies were grouped according to the theoretical basis: added and/or subtracted drag (AAS), added drag with equal power assumption (AAE), and no added drag (ANA). Data from 36 studies were examined using frequency distributions and meta-analytic procedures. It was concluded that two active methods (AAE and ANA) had sources of systematic error and that one active method (AAS) measured an effect that was different from that measured by passive methods. Consistency in drag coefficient (Cd) values across all three passive methods made it possible to determine the effects of performance factors.  相似文献   

Editorial     

Rod Parker-Rees 《Early Years: An International Journal of Research and Development》2013,33(3):209-211

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Input-Based Approaches to Teaching Grammar： A Review of Classroom-oriented Research     

Rod Ellis 《通化师范学院学报》2006,(2):40-45

2．Input-processing studies The input-processing studies examined here involve experimental comparisons of input-based and production- based instruction．Whereas traditional grammar teaching attempts to manipulate learner production,‘processing instruction’emplys‘interpretation tasks’(Ellis 1995)that invite learners to engage in intentional learning by consciously noticing how a target grammatical feature is used in input specially contrived to contain numerous exemplars of the structure.  相似文献   

Editorial     

Rod Parker‐Rees 《Early Years: An International Journal of Research and Development》2008,28(1):1-3

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