EMBASE OR MEDLINE? The impact of the BIDS EMBASE service on academic medical libraries and their users. Meeting organized by the University Medical School Librarians Group,Leicester University Library, 20 January 1993.     

Angela Gunn 《Health information and libraries journal》1993,10(3):128-130

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School leadership and educational change: Tools and practices in shared school leadership development     

Trond Eiliv Hauge  Svein Olav Norenes  Gunn Vedøy 《Journal of Educational Change》2014,15(4):357-376

This study examines the features of school leadership as it evolved in an upper secondary school attempting to enhance school improvement through a dedicated team of developmental leaders. We study the team leadership’s tools and design over one school year and report on the evolution of a collective approach to leadership for school improvement. Researchers in a formative intervention research project supported the change process. Cultural-historical activity theory and a set of new technologies inspired the intervention design. The study describes how conceptions and practices of leadership gradually emerged as a collective and distributed approach to leading educational change and school improvement. In particular, new tools and designs for school team leadership were explored and implemented. The study addresses the need to develop shared and collaborative conceptions of leadership in schools. The study concludes that careful planning and skilful orchestration of human, cultural and technological resources are needed in order to make sustainable improvements in schools.  相似文献   

Self-monitoring and knowledge-building in learning by teaching     

Rod D. Roscoe 《Instructional Science》2014,42(3):327-351

Prior research has established that learning by teaching depends upon peer tutors’ engagement in knowledge-building, in which tutors integrate their knowledge and generate new knowledge through reasoning. However, many tutors adopt a knowledge-telling bias defined by shallow summarizing of source materials and didactic lectures. Knowledge-telling contributes little to learning with deeper understanding. In this paper, we consider the self-monitoring hypothesis, which states that the knowledge-telling bias may arise due to tutors’ limited or inadequate evaluation of their own knowledge and understanding of the material. Tutors who fail to self-monitor may remain unaware of knowledge gaps or other confusions that could be repaired via knowledge-building. To test this hypothesis, sixty undergraduates were recruited to study and then teach a peer about a scientific topic. Data included tests of recall and comprehension, as well as extensive analyses of the explanations, questions, and self-monitoring that occurred during tutoring. Results show that tutors’ comprehension-monitoring and domain knowledge, along with pupils’ questions, were significant predictors of knowledge-building, which was in turn predictive of deeper understanding of the material. Moreover, tutorial interactions and questions appeared to naturally promote tutors’ self-monitoring. However, despite frequent comprehension-monitoring, many tutors still displayed a strong knowledge-telling bias. Thus, peer tutors appeared to experience more difficulty with self-regulatory aspects of knowledge-building (i.e., responding appropriately to perceived knowledge gaps and confusions) than with self-monitoring. Implications and alternative hypotheses for future research are discussed.  相似文献   

Gimme Some Tongue (On Recovering Speech)     

Joshua Gunn 《Quarterly Journal of Speech》2013,99(3):361-364

The Praise of Folly. By Desiderius Erasmus. Translated from the Latin, with an Essay and Commentary, by Hoyt Hopewell Hudson. Princeton University Press, 1941; pp. xi, 166.

Speech: Forms and Principles. By Andrew Thomas Weaver. New York: Longmans, Green and Company, 1942; pp. 437. $2.75.

Introduction to the English Language. By Albert H. Marckwardt. Toronto and New York: Oxford University Press, 1942; pp. xiii, 347.

Introductory Phonetics. By T. Earle Johnson. Mimeographed. Published by the author, University, Alabama. 59 pp. $1.25.

Good American Speech. By Margaret Prendergast McLean. Rev. Edition. New York: Dutton, 1941; pp. xii + $2.50.

The Gift of Tongues. By Margaret Schlauch. New York: Modern Age Books, Inc., 1942; pp. x + 342. $3.50.

Practice of Voice and Speech Therapy. By Emil Froschels and Auguste Jellinek. Boston: Expression Company, 1941; pp. 255. $3.50.

Writing and Laterality Characteristics of Stuttering Children. By E. j. Spadino, Teachers College, Columbia University, Contribution to Education, No. 837, New York, 1941.

The Writer's Radio Theatre, 1940–1941. By Normàn S. Weiser. New York: Harper &; Brothers, 1941; pp. 213. $2.00.

Debate and Discussion: A Syllabus and Workbook. By Carle B. Sports. Boston: Expression Company, 1941; pp. 250 + v. $1.60.

Stage Makeup. By Richard Carson. Foreword by Frederich H. Koch. New York: F. S. Crofts and Co., 1942, pp. xiv + 176, illustrated. Color chart.

Everyday Speech. By Harley Smith, Clara E. Krefting, and E. C. Lewis. Chicago: American Book Company, 1941; pp. 479. $1.68.

Creative Group Work on the Campus. By Louise Price. New York: Bureau of Publications, Teachers College, Columbia University, 1941; pp. 437. $3.25.

Choral Speaking Technique. By Agnes Curren Hamm. Milwaukee: The Tower Press, 1941; pp. ix + 116.

Speech Improvement Through Choral Speaking. By Elizabeth E. Keppie, Conrad F. Wedberg and Miriam Keslar. Boston: Expression Company, 1942; pp. xvi + 278.

Choric Interludes. By Mildred Jones Keefe. Boston: Expression Company, 1942; pp. 352.

Our First Speech Book. By M. Pearl Lloyd. New York: Newson and Company, 1942; pp. 164. $1.00.

Knowing Your Language and Strength Through English, by Frederick Bair, E. Neal, and V. Sanders, New York: Macmillan Company, 1941; pp. 338; 365. $1.12; $1.00.

A Glossary of Literary Terms. By Dan S. Norton and Peters Rushton. New York: Farrar and Rinehart, 1941; pp. 8g. $.60.

Latin Literature in Translation. Edited by Kevin Guinagh and Alfred Paul Dor‐jahn. New York: Longmans, Green, and Company, 1942; pp. xviii + 822. Text Edition, $4.00; Trade Edition, $5.00.

Foundations of Speech. By Claude M. Wise, James H. McBurney, Louis A. Mallory, Charles R. Strother, William J. Temple; James M. O'Neill, Editor. New York: Prentice‐Hall, Inc., 1941; pp. xi + 499.  相似文献   

Filling in the gaps: European governance,the open method of coordination and the European Commission     

Manuel Souto‐Otero  Timo Fleckenstein  Rod Dacombe 《教育政策杂志》2013,28(3):231-249

The article addresses the way in which EU policy‐making operates, explains the relevance of ‘lifelong learning’ for the European Commission and analyses the mechanisms by which the Commission has advanced policy‐making in education and training since the Lisbon Summit. The article reviews in particular the alleged lack of effectiveness of the Open Method of Coordination in education and, second, the notion that the EU advances ‘slowly and persistently’ in its acquisition of competences in this area.  相似文献   

I. BACKGROUND LITERATURE REVIEW PERTAINING TO THE EARLY HEAD START STUDY     

Helen H. Raikes  Jeanne Brooks‐Gunn  John M. Love 《Monographs of the Society for Research in Child Development》2013,78(1):1-19

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Extended metaphors for pedagogy: using sameness and difference     

Susan Carter  Rod Pitcher 《Teaching in Higher Education》2013,18(5):579-589

This article looks at the use of extended metaphor in teaching. Our case studies as two teachers using metaphor in different settings show how metaphor is experienced by learners to different pedagogical effect. The article demonstrates that metaphor can be used not only for the similarity between vehicle and target systems, but also for the difference. In the subject of electronics, extended metaphor (water, waves and webs) scaffolds learning by merit of the similarity of the vehicle system to the target. However, when teaching doctoral students to improve their writing skills, extended metaphor exploits the difference between vehicle and target. In this case the frustration of academic challenge is defused by using metaphors that are homely and ordinary in contrast to the formal academic genre of thesis writing. Our experience in using metaphors to teach provides support for the theory that they may be monistic (forgotten once they have fulfilled the pedagogical scaffolding task) or dualistic (remembered because both systems remain in play). The article prompts other higher education teachers to more consciously consider the potential of metaphor as a pedagogical aid.  相似文献   

Publishing peccadilloes and idioms of disposition: Views from the habitus of scholarly adolescence     

Joshua Gunn 《Communication Studies》2013,64(3):370-377

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Fatigue decreases skilled tennis performance     

Polly R. Davey  Rod D. Thorpe  Clyde Williams 《Journal of sports sciences》2013,31(4):311-318

The aim of this study was to examine the effect of fatigue from maximal tennis hitting on skilled tennis performance. Eighteen senior county tennis players (9 males, 9 females) volunteered to participate in the study. Their mean ( - s x -macron ) age and body mass were as follows: males 20.7 - 0.9 years and 60.6 - 2.7 kg respectively, females 21.7 - 0.6 years and 71.5 - 1.8 kg respectively. The players undertook two performance tests, both against a tennis ball serving machine, on an indoor tennis surface: (1) a pre- and post-skill test of groundstrokes and service; (2) the Loughborough Intermittent Tennis Test (4 min work plus 40 s recovery) to volitional fatigue. Body mass decreased by 1.5% ( P ? 0.0001). Mean heart rates differed between rest, post-warm-up and all intermittent test values ( P ? 0.01), between the pre- and post-skill tests ( P ? 0.0001) and between bouts and recoveries ( P ? 0.01). Peak blood glucose and lactate concentrations were 5.9 mmol· l -1 (50% into the intermittent tennis test) and 9.6 - 0.9 mmol· l -1 (25% into the test) respectively. Mean time to volitional fatigue was 35.4 - 4.6 min. Groundstroke hitting accuracy decreased by 69% from start to volitional fatigue in the intermittent test ( P ? 0.01). Service accuracy to the right court declined by 30% after the intermittent tennis test. The results of this study suggest that fatigue was accompanied by a decline in some but not all tennis skills.  相似文献   

Exploring the educational landscape of juggling – challenging notions of ability in physical education     

Gunn Nyberg  Dean Barker  Håkan Larsson 《Physical Education & Sport Pedagogy》2020,25(2):201-212

ABSTRACT

Background: Research on physical education (PE) shows a prevalence of narrow and reductionist views on what counts as ability. These views tend to privilege certain students and marginalize others, and often equate ability with technique-based sport performance. A lot of research is still directed towards the above problem. However, very few have devoted time and energy to actually resolving this problem. If no alternatives to narrow and reductionist views of ability are presented, then research will struggle to make a difference to the practice of PE. Assuming that movement is a key element in PE, the question of what counts as ability in PE is, we argue, a question of what capabilities a learner needs to develop in order to move in different ways. Investigating what movement capability can mean will provide possibilities for discussing and negotiating the meaning of ability in PE when the learning goal is something other than technique-based sport performance.

Purpose: The aim of this paper is to further advance the knowledge base of what movement capability can mean within the context of PE. By achieving this aim, we intend to challenge narrow views on ability and thereby provide enhanced possibilities for PE to make a difference for students’ abilities through education.

Theory and method: The process of coming to know something can be seen as exploring, with all senses, a landscape. Exploration involves recognizing details and nuances of the landscape and their relationships to one another. In this investigation, we examine what there is to know in the landscape of juggling using Ryle’s and Polanyi’s notions of knowing and learning. In line with a focus on the learners’ perspectives, interviews and observations were conducted with students whilst they were coming to know juggling. Ethnographic-type conversations were used to help students describe what they seemed to know or were aiming to know. Students were invited to write diaries with a focus on their experiences during the learning process, which we hoped could extend our insights regarding the experiential aspects in learning.

Findings: Findings of the investigation suggest that in the group of students, four significant ways of knowing the landscape of juggling are important: grasping a pattern; grasping a rhythm; preparing for the next throw and catch and navigating one’s position and throwing. The research challenges the narrow view on ability as technique-based sport performance by providing examples of what movement capability can mean in terms of knowing a movement landscape alternatively to knowing a specific movement ‘in the right way.’  相似文献