Review of the research and evaluation program of harvard project physics     

Wayne W. Welch 《科学教学研究杂志》1973,10(4):365-378

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Aboriginal Education as Internal Colonialism: the schooling of an indigenous minority in Australia [1]     

A. R. Welch 《比较教育学》1988,24(2):203-215

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Class,Culture and the State in Comparative Education: problems,perspectives and prospects     

Anthony R. Welch 《比较教育学》1993,29(1):7-27

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EDUCATION AND THE POVERTY OF LOGIC: Reflections on Walker     

A. R. Welch 《Discourse: Studies in the Cultural Politics of Education》1985,5(2):87-91

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Student perceptions of science classes taught by males and females     

Frances P. Lawrenz  Wayne W. Welch 《科学教学研究杂志》1983,20(7):655-662

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The Functionalist Tradition and Comparative Education     

Anthony R. Welch 《比较教育学》1985,21(1):5-19

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An evaluation of summer institute programs for physics teachers     

Wayne W. Welch  Herbert J. Walberg 《科学教学研究杂志》1967,5(2):105-109

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Review of research 1968-69 in secondary level science     

Wayne W. Welch 《科学教学研究杂志》1972,9(2):97-122

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Nature of Interactions Among Young Children and Adult Caregivers in a Children’s Museum     

Caitlin McMunn Dooley  Meghan M. Welch 《Early Childhood Education Journal》2014,42(2):125-132

This naturalistic, qualitative study examines the nature of child- and adult-led interactions in a children’s museum. Using dialogic learning as a theoretical framework, the study examines how children and adults engage in interactions while learning at a museum. Findings suggest that children and adults are almost equally likely to lead interactions; however, most child-led interactions are qualitatively different from adult-led interactions. Children are more likely to show-and-tell about their experiences and learn by asking questions and commenting about their play. Adults are more likely to teach by telling, prompting, and reporting a child’s activities. Children and adults also are equally engage in pretend play during their interactions. Leveraging these findings, recommendations are made for museum exhibit space design.  相似文献   

The effects of 15 min and 30 min of exercise on affective responses both during and after exercise     

Amanda J Daley  Amy Welch 《Journal of sports sciences》2013,31(7):621-628

Although much research has examined the relationship between exercise and affect, few studies have considered the effects of exercise bouts of different durations and few researchers have questioned the longer term effects that might be associated with acute exercise. The aim of this study was to compare the effects of the standard health recommended exercise duration of 30?min with a shorter (15?min) bout of exercise upon individuals' affect scores both during and after exercise. Twenty-three (mean age 22.4 years) physically active participants engaged in two counterbalanced cycle ergometer exercise conditions for 15?min (short bout) and 30?min (moderate bout). The participants completed the Subjective Exercise Experience Scale before, during, 5?min, 30 mins, 1?h and 2?h after both exercise conditions. A series of 2 × 6 within-participant repeated-measures analyses of variance for positive well-being (P?<0.01), psychological distress (P?<0.01) and fatigue (P?<0.01) scores revealed significant time main effects, with improved scores over time. No significant differences were noted between the 15-min and 30-min exercise bouts. These results indicate that positive affective responses are experienced by exercisers after relatively short bouts of acute exercise and these effects can still be evident some time later.  相似文献