French law clamps down on tissue traders     

Patel T 《New scientist (1971)》1994,143(1932):6

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Racism and Racial Equity in Higher Education     

Samuel D. Museus  María C. Ledesma  Tara L. Parker 《ASHE Higher Education Report》2015,42(1):1-112

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Trends in Special Libraries: Observations Based on Conference Content     

Tara E. Murray 《图书馆管理杂志》2015,55(8):658-666

The annual conference of the Special Libraries Association (SLA) provides an opportunity to observe trends in special libraries emerging, continuing, and fading. This column analyzes the program of the SLA 2015 conference held in Boston June 14–16, 2015, and compares it to the programs of previous SLA conferences. Prior analyses and observations of SLA conferences are discussed. Emerging trends noted at the 2015 conference include data management and analysis, print collections, laboratory safety, and prospect research. Consulting, outsourcing, strategic alignment, open access, digitization, institutional repositories, and taxonomies have maintained a prominent presence at SLA conferences over the years. The column closes by calling for more research on and analysis of the content of SLA and other conferences attended by special librarians to capture trends not yet appearing in the journal literature.  相似文献   

Thinking Pluralistically: Dynamic Decision Making in Kinesiology     

Betty Ann Block  Tara Tietjen-Smith  Steven G. Estes 《Quest (Human Kinetics)》2015,67(1):93-105

In this age of postmodern supercomplexity, universities face increased demands from many precincts in our society to respond to such issues as broader access, graduation rates, costs, and relevance, to name just a few. The cultivation of professional conditions that will help higher education and its kinesiology professoriate to not only to survive, but flourish, in an age of supercomplexity is a necessary adaptation for the future. No obvious single, coherent moral framework exists to use as a guide for today’s (and tomorrow’s) faculty. This article argues, then, for a pluralistic way of thinking by applying reason to the diverse moral frameworks in kinesiology in higher education. The purpose of this article is to explicate a moral positioning in kinesiology based on this pluralistic approach so that decision making can extend beyond the current boundaries of pragmatic thought, now prevalent in higher education. Specific examples of this approach and some accompanying strategies are offered.  相似文献   

Effective Implementation of ePortfolios: The Development of ePortfolios to Support Online Learning     

Kyle Cote  Tara Emmett 《理论付诸实践》2015,54(4):352-363

This article discusses the ePortfolio system for grades 9–12 at the Virtual Learning Academy Charter School (VLACS). ePortfolio implementation at VLACS developed from an Advisory course curriculum that supports students' journey toward becoming college, career, and citizenship ready. We provide a unique perspective for implementation in that VLACS is completely online. Drawing from experiences in brick-and-mortar schools, online instruction, and research on digital portfolio programs, we utilize online portfolios to build a virtual community and engage students in their learning. The article summarizes key components to ePortfolio implementation and highlights how ePortfolios enable VLACS students to both reflect on their experience as learners and demonstrate academic and professional competencies.  相似文献   

Exploring the notion of inclusivity as facilitating students' ontological engagement for personally relevant learning     

Tara Ratnam 《European Journal of Education》2023,58(2):277-288

In India, inclusivity in education can be seen as an expression of commitment to social justice. It reflects a deep commitment to the goals of universalisation of education promoted by world agencies such as UNESCO. However, pitched between the aspirational goals of achieving equity and social justice on one hand, and the economic imperative of a competitive market on the other, inclusivity in education seems an ever-elusive goal. Students' voices and all the cultural and experiential resources they hold, are marginalised in school, contributing to alienating students from school learning. The study on which this article reports sought to support teachers glean insights from participation in a purposive modelling activity, set in a Vygotskian dialectic frame of reference. The activity focused on how learning from students and their communities can be harnessed to engage students ontologically in class, to enhance students' agentive role in an inclusive learning environment. It is rooted in a funds of knowledge approach. The qualitative data for this ethnographically oriented study have been gathered from multiple sources over 2 years and analysed thematically. The findings show that modelling not only helped teacher learning and development of practice, but also familiarised teachers with issues of equity and inclusivity. Notably, by making teachers aware of the differentiated needs of all the students in the process of invoking their unique contribution to learning from their cultural locations. The insights are used to discuss the challenges posed for teachers in making their new learning part of their teaching practice.  相似文献   

The Evaluation of Student Fitness Levels in Exercise Science and Physical Education Teacher Education Programs     

Tara B. Blackshear  Andrea T. Barton  Jennifer Moxley 《Quest (Human Kinetics)》2019,71(1):21-41

The debate on whether kinesiology students should undergo fitness testing is controversial. Some are strong proponents of fitness testing, while others are in strong opposition. As advocates for fitness testing among kinesiology majors, we aimed to assess the fitness levels of Exercise Science and Physical Education Teacher Education majors and evaluate current physical education teacher education (PETE) fitness criterion. One hundred and sixteen participants (males N = 49; females N = 67) underwent health-related fitness assessments. 37% of males and 51% of females met PETE’s fitness criteria. Both groups performed significantly better in body fat percentage and upper body strength than PETE’s acceptable (average) standards; however, most were significantly lower than target (above average) standards. Presented are fitness passing criteria for PETE majors and fitness reporting that aids in improved fitness tracking and accountability. We also highlight the need for NASPE and SHAPE America to clearly define fitness expectations for PETE majors and encourage other kinesiology faculty to consider implementing fitness testing in their programs.  相似文献   

Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist?     

Kulkarni  Tara  Sullivan  Amanda L.  Kim  Jiwon 《Educational Psychology Review》2021,33(3):915-936

Educational Psychology Review - Children’s low academic skills are associated with a variety of behavior problems and maladaptive outcomes throughout childhood and adulthood. Given the...  相似文献   

Networks of knowledge, matters of learning, and criticality in higher education     

Tara Fenwick  Richard Edwards 《Higher Education》2014,67(1):35-50

Higher education in the UK has become preoccupied with debates over the authority of knowledge and of criticality. In this article we argue that approaches to knowledge in higher education might benefit from a network sensibility that foregrounds the negotiated processes through which the material becomes entangled with the social to bring forth actions, subjectivities and ideas. We draw from a set of analytic perspectives that have arisen from actor-network theory traditionally associated with the writings of Bruno Latour. These approaches emphasise the contingent in knowledge production, even to claim that objects, knowledge or otherwise, come into being through enactment as effects within particular webs of relations. What becomes visible in such analysis is the precarious fragility of concepts and categories often assumed to be immutable, and the work required to establish their stability. We argue that this actor-network analysis helps to move away from a focus on separate entities and individuals to understand their material relationality. This analysis also foregrounds the controversies that tend to be foreclosed in what Latour calls ‘matters of fact’, and makes visible the different worlds in which knowing is evoked in practice. From this departure point the issue of interest is not which knowledge accounts are superior but how and when particular accounts become more visible or valued, how they circulate, and what work they perform in the process. These approaches afford a criticality that we argue open important entry points for rethinking curriculum, teaching and learning in higher education.  相似文献   

Fifth graders' science inquiry abilities: A comparative study of students in hands‐on and textbook curricula     

Jerome Pine  Pamela Aschbacher  Ellen Roth  Melanie Jones  Cameron McPhee  Catherine Martin  Scott Phelps  Tara Kyle  Brian Foley 《科学教学研究杂志》2006,43(5):467-484

A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006  相似文献