Book reviews     

Ron Johnston 《Perspectives: Policy and Practice in Higher Education》2013,17(4):115-118

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Writing for Social Scientists: How to Start and Finish Tour Thesis,Book, or Article.     

Sharon ABBEY Bev BAILEY  Jane Dubrick  Kathleen Moore  Joyce Nyhof-YOUNG  Erminia Pedretti  Ron Saranchuk 《International journal of qualitative studies in education》2013,26(1):101-102

Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations.  相似文献   

Michael Marland CBE,MA. A tribute     

Ron Best 《Pastoral Care in Education》2013,31(4):207-209

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The Educational Thought of Albert Schweitzer     

Dr. Ron Abrell 《Clearing house (Menasha, Wis.)》2013,86(7):293-296

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The effect of ball carrying method on sprint speed in rugby union football players     

Grant SJ  Oommen G  McColl G  Taylor J  Watkins L  Friel N  Watt I  McLean D 《Journal of sports sciences》2003,21(12):1009-1015

Different methods of ball carrying can be used when a player runs with the ball in rugby union. We examined how three methods of ball carrying influenced sprinting speed: using both hands, under the left arm and under the right arm. These methods were compared with running without the ball. Our aim was to determine which method of ball carrying optimizes sprinting speed. Altogether, 48 rugby union players (age 21 +/- 2 years, height 1.83 +/- 0.1 m, body mass 85.3 +/- 12 kg, body fat 14 +/- 5%; mean +/- s) were recruited. The players performed twelve 30-m sprints in total (each player performed three trials under each of three methods of carrying the ball and sprinting without the ball). The design of the study was a form of Latin rectangle, balanced across the trial order for each of the methods and for pairwise combinations of the methods in blocks of four per trial. Each sprint consisted of a 10-m rolling start, followed by a 20-m timed section using electronic timing gates. Compared with sprinting 20 m without the ball (2.58 +/- 0.16 s), using both hands (2.62 +/- 0.16 s) led to a significantly slower time (P < 0.05). Sprinting 20 m with the ball under the left arm (2.61 +/- 0.15 s) or under the right arm (2.60 +/- 0.17 s) was significantly quicker than when using 'both hands' (P < 0.05), and both these methods were significantly slower than when running without the ball (P < 0.05). Accordingly, running with the ball in both hands led to the greatest decrement in sprinting performance, although carrying the ball under one arm also reduced the players' sprinting ability. Our results indicate that to gain a speed advantage players should carry the ball under one arm.  相似文献   

Children's motivation in elementary physical education: an expectancy-value model of achievement choice     

Xiang P  McBride R  Guan J  Solmon M 《Research quarterly for exercise and sport》2003,74(1):25-35

This study examined children's motivation in elementary physical education within an expectancy-value model developed by Eccles and her colleagues. Four hundred fourteen students in second and fourth grades completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation in physical education. Results indicated that expectancy-related beliefs and subjective task values were clearly distinguishable from one another across physical education and throwing. The two constructs were related to each other positively. Children's intention for future participation in physical education was positively associated with their subjective task values and/or expectancy-related beliefs. Younger children had higher motivation for learning in physical education than older children. Gender differences emerged and the findings provided empirical evidence supporting the validity of the expectancy-value model in elementary physical education.  相似文献   

The Impact of a Decade of Educational Change on Pastoral Care and PSE: A Survey of Teacher Perceptions     

Ron Best 《Pastoral Care in Education》1999,17(2):3-13

This paper reports an investigation via questionnaire into the changes in pastoral care and PSE since 1988 and the Reform Act. The author outlines the key changes since 1988 and constructs several hypotheses. These hypotheses predict that the effects on these two areas will have been negative. However, the results obtained from the survey were more positive than expected. Many respondents saw the changes as having increased the perceived importance of pastoral care.  相似文献   

EDITOR: CAROLINE LODGE     

Ron Best 《Pastoral Care in Education》2004,22(3):44-47

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By Their Own Young Hand. By K. Hawton and K. Rodham with E. Evans     

Ron Best 《Pastoral Care in Education》2007,25(1):42-43

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History of Exercise Physiology     

Ron Maughan 《Journal of sports sciences》2015,33(15):1639-1640

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