The School Counselor in a Developing Nation     

Rodney Napier 《Counselor Education & Supervision》1969,8(2):145-147

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Recent Developments in Drama in Education     

Rodney Wood 《English in Education》1976,10(2):38-59

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Psychomotor abilities of science and nonscience high school students     

Rodney L. Doran  Marie C. Dietrich 《科学教学研究杂志》1980,17(6):495-502

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A kinematic analysis of a judo leg sweep: major outer leg reap--osoto-gari     

Imamura R  Johnson B 《Sports biomechanics / International Society of Biomechanics in Sports》2003,2(2):191-201

Twenty male judo players (10 black belt; 10 novice) executed the major outer leg reap, osoto-gari, with maximal effort. Each throw was recorded within the two-dimensional sagittal plane using a 60 Hz video camera. Kinematic data that best described the power of the 'tori's' (thrower's) sweeping leg and the velocity of the 'uke's' (recipient's) falling body were analysed using a Peak Performance Technologies Inc. Motus system. Data from black belt and novice groups were statistically analysed using a one-way MANOVA (p = .05). Statistical analysis found only two variables for the 'tori' (peak angular velocity of the trunk; TTRK, and peak angular velocity of the ankle; TANK) to be significantly different. Large TTRK values for the black belt group indicated a proficient ability to create large momentum on the upper body of the 'uke'. Significantly larger differences in trunk rotation velocities of the 'uke' by the black belt group reinforced this notion. These differences were attributed to good upper body to upper body contact or impact, which is considered an important aspect of the 'osoto-gari'. Significant differences in TANK values stressed the importance of executing plantar flexion near sweep contact. The results emphasised the importance of using the sweeping leg in a sequential kinetic link motion rather than as a single rigid segment.  相似文献   

Evaluating online resources in terms of learning environment and student attitudes in middle-grade mathematics classes     

James E. Earle  Barry J. Fraser 《Learning Environments Research》2017,20(3):339-364

The main objective of this research was to use learning environment and attitude scales in evaluating online resource materials for supporting a traditional mathematics curriculum. The sample consisted of 914 middle-school students in 49 classes. A second research focus was the validation of the chosen learning environment questionnaire, the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI), with an ethnically-diverse sample of middle-grade mathematics students in Florida. Finally, we complemented quantitative questionnaire data with qualitative interview data that were analysed thematically. In addition to cross-validating the TROFLEI, our study suggested that the online resource provided neither much advantage nor much disadvantage.  相似文献   

The moderating effect of knowledge sharing on the relationship between manufacturing activities and business performance     

Tsu-Te ?Huang  Le?Chen  Rodney A?StewartEmail author 《知识管理研究与实践》2010,8(4):285-306

This paper investigates the critical role of knowledge sharing (KS) in leveraging manufacturing activities, namely integrated supplier management (ISM) and new product development (NPD) to improve business performance (BP) within the context of Taiwanese electronic manufacturing companies. The research adopted a sequential mixed method research design, which provided both quantitative empirical evidence as well as qualitative insights, into the moderating effect of KS on the relationships between these two core manufacturing activities and BP. First, a questionnaire survey was administered, which resulted in a sample of 170 managerial and technical professionals providing their opinions on KS, NPD and ISM activities and the BP level within their respective companies. On the basis of the collected data, factor analysis was used to verify the measurement model, followed by correlation analysis to explore factor interrelationships, and finally moderated regression analyses to extract the moderating effects of KS on the relationships of NPD and ISM with BP. Following the quantitative study, six semi-structured interviews were conducted to provide qualitative in-depth insights into the value added from KS practices to the targeted manufacturing activities and the extent of its leveraging power. Results from quantitative statistical analysis indicated that KS, NPD and ISM all have a significant positive impact on BP. Specifically, IT infrastructure and open communication were identified as the two types of KS practices that could facilitate enriched supplier evaluation and selection, empower active employee involvement in the design process, and provide support for product simplification and the modular design process, thereby improving manufacturing performance and strengthening company competitiveness. The interviews authenticated many of the empirical findings, suggesting that in the contemporary manufacturing context KS has become an integral part of many ISM and NPD activities and when embedded properly can lead to an improvement in BP. The paper also highlights a number of useful implications for manufacturing companies seeking to leverage their BP through innovative and sustained KS practices.  相似文献   

Hume on Miracles: Bayesian Interpretation, Multiple Testimony, and the Existence of God     

Holder  Rodney D. 《The British journal for the philosophy of science》1998,49(1):49-65

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Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics     

James A. Shymansky  Larry D. Yore  David F. Treagust  Rodney B. Thiele  Allan Harrison  Bruce G. Waldrip  Susan M. Stocklmayer  Grady Venville 《科学教学研究杂志》1997,34(6):571-593

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Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic     

Nalini Pather  Phil Blyth  Jamie A. Chapman  Manisha R. Dayal  Natasha A.M.S. Flack  Quentin A. Fogg  Rodney A. Green  Anneliese K. Hulme  Ian P. Johnson  Amanda J. Meyer  John W. Morley  Peter J. Shortland  Goran Štrkalj  Mirjana Štrkalj  Krisztina Valter  Alexandra L. Webb  Stephanie J. Woodley  Michelle D. Lazarus 《Anatomical sciences education》2020,13(3):284-300

Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.  相似文献   

Faculty in Transition: A Longitudinal Analysis of Perceived Control and Type of Institution in the Research Productivity of Newly Hired Faculty   总被引：2，自引：2，他引：0  

Perry  Raymond P.  Clifton  Rodney A.  Menec  Verena H.  Struthers  C. Ward  Menges  Robert J. 《Research in higher education》2000,41(2):165-194

The systemic changes facing postsecondary institutions today pose a threat to the quality of academic programs unless new faculty can be successfully attracted and retained. To be more competitive in the recruitment and retention of faculty, a better understanding is needed of the adjustment experiences of newly hired faculty. Our study examined the adjustment of new hires at the point of entry into their institutions using research productivity as one indicator of adaptation. It was expected that perceived personal control, age, gender, and type of institution would relate to research productivity. At the beginning of their first and second year, newly hired faculty in three different types of postsecondary institutions responded to a comprehensive questionnaire concerning their initial adjustment experiences. A path analysis indicated both direct and indirect linkages between the independent variables of interest and research productivity. Substantial direct paths were found between the institution type and research productivity, specifically for the research I and liberal arts/comprehensive institutions, and to a lesser degree, between age and research productivity. Age, the research I university, and the liberal arts/comprehensive universities had direct effects on two measures of perceived control and were linked indirectly to research productivity via perceived control. Perceived control resulting from the personal qualities of the faculty members was instrumental to research productivity, whereas perceived control resulting from activities initiated by faculty members were not related to productivity. Surprisingly, gender was not related to research productivity through either direct or indirect paths. If the adjustment of newly hired faculty is viewed in terms of research productivity, then these results suggest that perceived control, the milieu of research-oriented institutions, and age (to a limited extent), are important predictors of faculty performance.  相似文献