Writing Deafness: The Hearing Line in Nineteenth‐Century American Literature by Christopher Krentz     

Jennifer Tebbe‐Grossman 《Journal of American culture (Malden, Mass. : 2003)》2008,31(2):267-269

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The design of war vessels as affected by the World War     

David Watson Taylor 《Journal of The Franklin Institute》1920,190(2):157-185

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New Zealand as a Provider of Transnational Education     

Lester Taylor 《Higher Education in Europe》2000,25(3):311-313

New Zealand, a relatively small country, has decided to increase its presence on the international market for higher education. To this effect, it has liberalized its visa requirements and has formed a national NGO, Education New Zealand, to co-ordinate the promotion abroad of New Zealand education, particularly higher education, in a number of ways. New Zealand strongly favours the removal of trade barriers in education, including barriers to the recognition of qualifications earned internationally.  相似文献   

Novel Approaches to Examine Passage,Student, and Question Effects on Reading Comprehension     

Amanda C. Miller  Sun‐Joo Cho  Jessica R. Toste  James Street  Laurie E. Cutting 《Learning disabilities research & practice》2014,29(1):25-35

Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random‐effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and student characteristics influenced students’ (n = 94; mean age = 11.97 years) performance on two indicators of reading comprehension: different types of comprehension questions and passage fluency. We found that variables related to word recognition, language, and executive function were influential across various types of passages and comprehension questions and also predicted a reader's passage fluency. Further, an exploratory analysis of two‐way interaction effects was conducted. Results suggest that understanding the relative influence of passage, question, and student variables has implications for identifying struggling readers and designing interventions to address their individual needs.  相似文献   

Ten-season epidemiological study of match injuries in men’s international rugby sevens     

Colin W Fuller  Aileen Taylor 《Journal of sports sciences》2020,38(14):1595-1604

ABSTRACT

The aim of this study was to describe the incidence, nature and causes of match injuries in men’s international rugby sevens and to compare these to values for international rugby fifteens. The study comprised a 10-season, whole population, prospective study of the Sevens World Series. Over the ten seasons, the overall incidence of injury was 122.4 (95% CI = 116.3 to 128.9) injuries/1000 player-match-hours and the mean severity of injury was 43.0 (95% CI = 40.3 to 45.7) days-absence. There was an increasing trend in the incidence of injury over the ten-season period (slope = 5.3 injuries/1000 player-hours/season, R² = 0.68, p = 0.003) but no trend in the mean severity of injury (slope = 0.02 days/season, R² < 0.01, p = 0.971). Head/face (15.7%), knee (15.6%), ankle (15.4%) and shoulder/clavicle (11.9%) were the most common injury locations and ligament sprain (30.5%), muscle strain (16.4%), concussion (12.6%) and haematoma/bruise (10.6%) the most common types of injury sustained. Being-tackled (33.1%), tackling (23.4%), running (16.1%) and collisions (12.4%) were the most common events leading to injury. These results indicate that the burden of injury in international rugby sevens is two to three times higher than that reported for international rugby fifteens.  相似文献   

Rethinking Nature and Nurture in Education     

JACK MARLEY‐PAYNE 《Journal of Philosophy of Education》2021,55(1):143-166

This paper evaluates how our understanding of natural talent affects questions of educational justice. We argue that education debates currently suffer from a naïve understanding of ‘nature versus nurture’ and present a more rigorous approach that allows us to see what is required for fair treatment of students. As it stands, there is controversy over the extent to which a student's achievements are a result of their natural talent, as opposed to the quality of their education. For those on the nature side of the debate, students who are performing poorly just are not cut out for academic life, and redoubling efforts at furthering their education is both a waste of resources for society and pointless torture for the student. For those on the nurture side, failing students are a sign of a failing education system. To make progress on educational justice, we must move away from attempts to simply assign proportional influence to natural talent and education, respectively, and instead look at the broader landscape of individual reactions to a range of educational environments.  相似文献   

Implementing Research‐Based Instruction to Prevent Reading Problems Among Low‐Income Students: Is Earlier Better?     

Eric Dion  Monique Brodeur  Catherine Gosselin  Marie‐Ève Campeau  Douglas Fuchs 《Learning disabilities research & practice》2010,25(2):87-96

It is currently considered imperative to introduce reading instruction as early as possible. This proposition was tested by assigning groups of kindergarteners (N = 256) to two conditions differing in their emphasis on prevention. In the first, teacher‐implemented research‐based interventions were implemented during kindergarten and first grade. In the second, only the first‐grade intervention was implemented. Analyses were conducted separately for students not at risk, at low risk, and at high risk of reading problems. In the short term, the kindergarten intervention was highly effective for both low‐risk and high‐risk students, but it is only for the latter group that early gains translated into better reading skills at the end of first grade. Not‐at‐risk students did not benefit from the early introduction of reading instruction.  相似文献   

Beliefs and practice in teacher assessment     

Jo‐Anne Baird 《Assessment in Education: Principles, Policy & Practice》2010,17(1):1-5

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Disengaging from the Monolithic Black Myth: The Quest for Coalition in Americanah and We Need New Names     

Tosha Sampson‐Choma 《Journal of American culture (Malden, Mass. : 2003)》2019,42(4):312-325

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Distributive Justice in Education and Conflicting Interests: Not (Remotely) as Bad as you Think          下载免费PDF全文

Tammy Harel Ben‐Shahar 《Journal of Philosophy of Education》2015,49(4):491-509

The importance of education and its profound effect on people's life make it a central issue in discussions of distributive justice. However, promoting distributive justice in education comes at a price: prioritising the education of some, as is often entailed by the principles of justice, inevitably has negative effects on the education of others. As a result, all theories of distributive justice in education face the challenge of balancing their requirements with conflicting interests. This article aims to contribute to developing an account of conflicting interests by identifying a category of conflicting interests—non‐positional conflicting interests—the realisation of which does not necessarily disrupt distributive justice. Non‐positional conflicting interests include, for example, the interest in realising one's full potential and parents’ interest in familial relations. The article argues that the core dimensions of non‐positional conflicting interests can usually be realised without upsetting distributive justice, and that actions that do upset distributive justice tend to be peripheral to these interests. Either way, there is no severe friction between distributive justice and non‐positional conflicting interests: in the former cases, both are realised simultaneously. In the latter, tension exists; however, because the infringement on the conflicting interest is of relatively little weight, it is often justified, all things considered, in order to promote distributive justice. The conclusion is that while there are indeed cases in which distributive justice must retreat in the face of other interests, the friction between distributive justice and other interests is actually weaker than meets the eye.  相似文献