Transformation of History Instruction in East German Schools     

Val D. Rust 《Compare》1993,23(3):205-217

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To Bundle or Not to Bundle? How Western European Newspapers Package Their Online Content     

Valérie-Anne Bleyen  Leo Van Hove 《Journal of Media Economics》2013,26(3):117-142

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Towards a scholarship of assessment   总被引：1，自引：0，他引：1  

Chris Rust 《Assessment & Evaluation in Higher Education》2007,32(2):229-237

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Balance Among Cognitive Control Processes: A Case Study of a Gifted Youth     

Sébastien Urben  Valérie Camos  Stéphanie Habersaat  Lauriane Constanty  Philippe Stéphan 《Roeper Review》2018,40(1):56-61

This case study analyzed the cognitive strategies of Ethan, a gifted youth, when performing a Stop Signal Task assessing cognitive control processes including response inhibition as well as proactive and reactive adjustments of response. In the case of Ethan, the response inhibition score was biased, revealing that Ethan did not follow the instructions but challenged them and was successful in doing this. Specifically, he made important proactive adjustments, by both slowing down and speeding up (i.e., risk taking) his responses according to the likelihood of the apparition of the stop signal (triggering response inhibition). Ethan’s performance indicated that he perfectly understood the procedure behind the task and completed it according to his own comprehension. Ethan’s results showed that researchers and clinicians must be careful when assessing gifted children and adolescents by using tasks that they cannot defeat.  相似文献   

Physiological comparison of intensity-controlled,isocaloric intermittent and continuous exercise†     

Adrien Combes  Jeanne Dekerle  Valérie Bougault 《European Journal of Sport Science》2018,18(10):1368-1375

VO2 fluctuations are argued to be an important mechanism underpinning chronic adaptations following interval training. We compared the effect of exercise modality, continuous vs. intermittent realized at a same intensity, on electrical muscular activity, muscular oxygenation and on whole body oxygen uptake. Twelve participants (24?±?5 years; VO2peak: 43?±?6?mL·?min^?1·kg^?1) performed (i) an incremental test to exhaustion to determine peak work rate (WR_peak); two randomized isocaloric exercises at 70%WRpeak; (ii) 1 bout of 30 min; (iii) 30 bouts of 1?min work intercepted with 1?min passive recovery. For electromyography, only the CON exercise showed change for the vastus lateralis root-mean-square (+6.4?±?5.1%, P?P?vs. 2.32?±?1.21?mM, respectively, for the CON and INT, P?vs. 356?±?301?sec, respectively, for the CON and INT, P?相似文献   

The Policy Formation Process and Educational Reform in Norway     

Val D. Rust 《比较教育学》1990,26(1):13-25

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Academic ability among teachers: The unusual case of Norway     

Val D. Rust 《Teaching and Teacher Education》1985,1(4):263-271

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Greetings from the Editor: Towards Change in Teaching     

Frances O'Connell Rust JECTE 《Journal of Early Childhood Teacher Education》2013,34(3):187-189

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Getting into teaching     

Frances O'Connell Rust 《Teachers and Teaching》2013,19(1):1-6

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Towards fairer assessment   总被引：1，自引：0，他引：1  

Val Klenowski 《The Australian Educational Researcher》2014,41(4):445-470

Drawing on the largest Australian collection and analysis of empirical data on multiple facets of Aboriginal and Torres Strait Islander education in state schools to date, this article critically analyses the systemic push for standardized testing and improved scores, and argues for a greater balance of assessment types by providing alternative, inclusive, participatory approaches to student assessment. The evidence for this article derives from a major evaluation of the Stronger Smarter Learning Communities. The first large-scale picture of what is occurring in classroom assessment and pedagogy for Indigenous students is reported in this evaluation yet the focus in this article remains on the issue of fairness in student assessment. The argument presented calls for “a good balance between formative and summative assessment” (OECD, Synergies for Better Learning An International Perspective on Evaluation and Assessment, Pointers for Policy Development, 2013) at a time of unrelenting high-stakes, standardized testing in Australia with a dominance of secondary as opposed to primary uses of NAPLAN data by systems, schools and principals. A case for more “intelligent accountability in education” (O’Neill, Oxford Review of Education 39(1):4–16, 2013) together with a framework for analyzing efforts toward social justice in education (Cazden, International Journal of Educational Psychology 1(3):178–198, 2012) and fairer assessment make the case for more alternative assessment practices in recognition of the need for teachers’ pedagogic practice to cater for increased diversity.  相似文献