Identity‐trajectory: Reframing early career academic experience          下载免费PDF全文

Lynn McAlpine  Cheryl Amundsen  Gill Turner 《British Educational Research Journal》2014,40(6):952-969

Our longitudinal qualitative research program examining doctoral student, post‐PhD researcher and new lecturer experience is situated in an international literature documenting how early career academics learn through experience. In common with others, our work is framed within an identity perspective. What makes our view of identity distinct is a biographical focus: emphasizing individual agency; situating academic work within the personal arena; and encompassing transitions across roles. This paper demonstrates how the construct of ‘identity‐trajectory' which links a narrative approach with identity construction contributes to understanding how early career academics learn through experience and navigate their journeys.  相似文献   

Quality of Life Assessment for Physical Activity and Health Promotion: Further Psychometrics and Comparison of Measures     

Diane L. Gill  Erin J. Reifsteck  Melanie M. Adams  Ya-Ting Shang 《Measurement in physical education and exercise science》2013,17(4):159-166

Despite the clear relationship between physical activity and quality of life, few sound, relevant quality of life measures exist. Gill and colleagues developed a 32-item quality of life survey, and provided initial psychometric evidence. This study further examined that quality of life survey in comparison with the widely used short form (SF-36) health survey. Participants (n = 446) completed the quality of life survey, short form (36) health survey, World Health Organization quality of life measure, satisfaction with life scale, and the Godin physical activity measure. All quality of life survey scales (emotional, social, spiritual, physical, activities of daily living, cognitive, integrated) were internally consistent (alpha .79–.95) and test–retest correlations ranged from .68 to .82. The SF-36 had similar internal consistency, slightly lower test–retest correlations, and weaker relationships with satisfaction with life scale. Quality of life survey scales correlated with matching SF-36 and World Health Organization quality of life measure subscales supporting convergent validity. The quality of life survey reflects positive health models better than the SF-36, and is more appropriate for research and programs that focus on physical activity and health promotion.  相似文献   

Effects of a 15-week accumulated brisk walking programme on the body composition of primary school children     

Paul A. Ford  Gill Perkins  Ian Swaine 《Journal of sports sciences》2013,31(2):114-122

Abstract

The purpose of this study was to establish whether an accumulated brisk walking programme, performed during the school day, is effective in changing body composition in primary school children aged 5–11 years. Altogether, 152 participants (79 boys and 73 girls) took part in this repeated-measures intervention study, divided into groups of walkers and controls. The walkers took part in the intervention during school time, which involved brisk walking around the school grounds for 15 min in the morning and afternoon, at least three times a week for 15 weeks. This represented an additional 90 min of moderate physical activity per week. The controls undertook their usual school day activities. Pre- and post-intervention anthropometric and body composition measures were taken. Body fat (?1.95 ± 2.6%) and fat mass (?0.49 ± 1.0 kg) were significantly reduced in the walkers after the intervention, whereas the controls showed no significant changes in these measures. Our results show that regular accumulated bouts of brisk walking during the school day can positively affect body composition in primary school children.  相似文献   

Aspiring girls: great expectations or impossible dreams?     

Gill Richards  Carol Posnett 《Educational studies》2012,38(3):249-259

This study explores girls’ aspirations for their future. The context was an ex-coalmining area where concerns had been raised by the local authority about the levels of girls’ achievement. The focus of the research was the views of Year 6 girls as they prepared for their transition to secondary school and Year 11 girls as they prepared for their transition to post-compulsory school life. Perspectives of their staff were also sought, focusing on the impact of school and its community on girls’ aspirations. Findings indicated that while the aspirations of the primary school girls were similar, those of the secondary girls differed significantly. Staff viewed this as reflective of the local context and school ethos. These responses offer a basis on which schools could build strategies to increase aspirations and provide support towards their achievement.  相似文献   

Learning from Evaluation at the Open University II. Helping students to learn from audio-visual media     

Stephen Brown  Mike Nathenson  Gill Kirkup 《British journal of educational technology : journal of the Council for Educational Technology》1982,13(3):217-236

Much of previous media research suggests that there are no significant differences between the teaching effectiveness of different media. As a distance teaching institution, however, the Open University is highly dependent on media to perform functions which in a more conventional context would be handled by live, face-to-face, tuition. Consequently, the University has a keen interest in exploiting the special properties of different media to the full, and in developing students' skills to handle different media. The new technology foundation course, T101 'Living with Technology', attempts both of these aims with some success. The main conclusions drawn from a study of the way audio-visual media are used in the course are that the characteristics of television, radio and audio-cassettes do lend themselves to particular teaching functions but that, in a distance teaching context, a factor of overriding importance is the extent to which any educational medium is accessible and controllable by the learner. The findings also suggest that students can be helped to learn more effectively from audio-visual media, providing a carefully structured approach is taken to the gradual development of learning skills, and the various media are well integrated with each other.  相似文献   

Online Assessment of Applied Anatomy Knowledge: The Effect of Images on Medical Students' Performance     

Mandeep Gill Sagoo  Marc A.T.M. Vorstenbosch  Peter J. Bazira  Harold Ellis  Maria Kambouri  Charlie Owen 《Anatomical sciences education》2021,14(3):342-351

Anatomical examinations have been designed to assess topographical and/or applied knowledge of anatomy with or without the inclusion of visual resources such as cadaveric specimens or images, radiological images, and/or clinical photographs. Multimedia learning theories have advanced the understanding of how words and images are processed during learning. However, the evidence of the impact of including anatomical and radiological images within written assessments is sparse. This study investigates the impact of including images within clinically oriented single-best-answer questions on students' scores in a tailored online tool. Second-year medical students (n = 174) from six schools in the United Kingdom participated voluntarily in the examination, and 55 students provided free-text comments which were thematically analyzed. All questions were categorized as to whether their stimulus format was purely textual or included an associated image. The type (anatomical and radiological image) and deep structure of images (question referring to a bone or soft tissue on the image) were taken into consideration. Students scored significantly better on questions with images compared to questions without images (P < 0.001), and on questions referring to bones than to soft tissue (P < 0.001), but no difference was found in their performance on anatomical and radiological image questions. The coding highlighted areas of “test applicability” and “challenges faced by the students.” In conclusion, images are critical in medical practice for investigating a patient's anatomy, and this study sets out a way to understand the effects of images on students' performance and their views in commonly employed written assessments.  相似文献   

The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis     

Louis Major  Gill A. Francis  Maria Tsapali 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1935-1964

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Conceptions of inclusion and inclusive education: a critical examination of the perspectives and practices of teachers in Poland     

Ania Starczewska  Alan Hodkinson  Gill Adams 《Journal of Research in Special Educational Needs》2012,12(3):162-169

This small‐scale study details the development and execution of a system of inclusive education in 20th and 21st century in Poland. A detailed review of the literature and employment of in‐depth semi‐structured interviews aimed to establish how inclusion is defined and operationalised in Poland. In addition, the study sought to establish how the teachers' levels of professional development and personal attitudes towards inclusion were influencing the evolution of this important educational initiative. The data from the study detail that the concept of inclusion is not well known in Poland, and that integrative education still dominates educational thinking. The study provides data to suggest integration in Poland works well in the early stages of education, but that it struggles to provide for and integrate older children into the mainstream educational settings. The research concludes that Poland has taken an important but perhaps faltering step towards educating all children in the mainstream schools.  相似文献   

Calibration of two objective measures of physical activity for children   总被引：9，自引：7，他引：2  

Evenson KR  Catellier DJ  Gill K  Ondrak KS  McMurray RG 《Journal of sports sciences》2008,26(14):1557-1565

A calibration study was conducted to determine the threshold counts for two commonly used accelerometers, the ActiGraph and the Actical, to classify activities by intensity in children 5 to 8 years of age. Thirty-three children wore both accelerometers and a COSMED portable metabolic system during 15 min of rest and then performed up to nine different activities for 7 min each, on two separate days in the laboratory. Oxygen consumption was measured on a breath-by-breath basis, and accelerometer data were collected in 15-s epochs. Using receiver operating characteristic curve (ROC) analysis, cutpoints that maximised both sensitivity and specificity were determined for sedentary, moderate and vigorous activities. For both accelerometers, discrimination of sedentary behaviour was almost perfect, with the area under the ROC curve at or exceeding 0.98. For both the ActiGraph and Actical, the discrimination of moderate (0.85 and 0.86, respectively) and vigorous activity (0.83 and 0.86, respectively) was acceptable, but not as precise as for sedentary behaviour. This calibration study, using indirect calorimetry, suggests that the two accelerometers can be used to distinguish differing levels of physical activity intensity as well as inactivity among children 5 to 8 years of age.  相似文献