Editorial     

Cathy Burnett  Julia Davies 《Literacy》2012,46(3):113-114

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An exploratory study of argument in the jury decision‐making process     

Ann Burnett  Diane M. Badzinski 《Communication quarterly》2013,61(4):380-396

Different from most other group decision‐making contexts, courtroom jurors face two distinct layers of argument— arguments made during the trial and arguments made during deliberation. The juror often makes an individual decision prior to deliberation based on arguments heard in court and then, using that decision, creates arguments with the other jurors about “what really happened.” The researchers used Canary, Tanita‐Ratledge and Seibold's (1982) coding scheme to analyze arguments in 80 mock juries. The results revealed that jurors’ arguments were not complex; they used assertions and acknowledgments most frequently, followed by propositions, elaborations, and non‐related arguments. The conclusions suggest practical applications for attorneys as well as a model of argument in jury decision‐making.  相似文献   

Editorial Note: Retirement of the Editor William Oliver Stanley     

Joe R. Burnett 《Educational theory》1971,21(3):231-231

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Information use environments of African-American dementia caregivers over the course of cognitive–behavioral therapy for depression     

Michelle M. Kazmer  Robert L. Glueckauf  Jinxuan Ma  Kathleen Burnett 《Library & information science research》2013

Caregivers of older adults with dementia face significant challenges associated with their care recipients' condition and with their own mental and physical wellbeing. Qualitative research data were collected via interviews with caregivers who participated in the African-American Alzheimer's Caregiver Training and Support (ACTS) research project. Analysis of these data with a focus on information use indicated that participating caregivers' information use environments were shaped by key individuals, settings, and information sources. These included the ACTS counselors, ACTS intervention guidebook, fellow caregivers, use of a personal calendar/datebook, and the identification of key problems and development of goals to help ameliorate those problems. CBT groups fostered sharing, synthesizing, and validating information about dementia caregiving and dementia care resources; the ACTS CBT guidebook served as an important physical touchstone of reliable and portable information. Understanding the specific needs, behaviors, and constraints of African-American caregivers is important to the future development of information components of tailored, depression–reduction interventions.  相似文献   

Approaches to English literacy teaching in the Central Pacific Republic of Kiribati: quality teaching,educational aid and curriculum reform     

Greg Burnett 《Asia Pacific Journal of Education》2013,33(3):350-363

English literacy competence in the Central Pacific Republic of Kiribati is considered important for employment, overseas study and general engagement with a globalizing world. It is also considered as a key factor in the current government's response to climate change and sea level rise, enabling skilled relocation of I-Kiribati to other countries if necessary. This article synthesizes a range of literature sources based on Kiribati literacy education to highlight: a general perception that English literacy standards are in decline; the role of the teacher in addressing that decline; pedagogical approaches to teaching literacy, particularly the historic swing from a highly structured and socially conservative teacher-centred approach to that of a very liberal student-centred approach; and the reliance on Australian and NZ educational aid and consultancy in literacy education. These issues require further debate and investigation in light of unique development problems in Kiribati marked by: rural to urban drift; an increasingly youthful population; limited employment possibilities, and eventual possible large-scale repatriation due to sea level rise. The article tentatively suggests an approach to literacy education based on a four resources model that balances teacher and learner-centredness with socio-cultural and political aspects of literacy.  相似文献   

The social construction of urban Fijian childhoods: literacy teaching, Waka readers and children’s lives     

Greg Burnett  Govinda I. Lingam 《Asia Pacific Education Review》2013,14(2):255-265

The article draws on the elements of poststructural theory to explore the mismatches and alignments in language and literacy teaching discourses in urban Fijian primary schools. More specifically, it compares the liberal progressivism of whole language and literacy pedagogies with the culturalism that informs a key reading resource in the teaching of literacy and language. The constitution of urban Fijian childhoods emerging from these two major discourses is then compared with several cohorts of urban Fijian children’s own accounts of their lives. Major discursive mismatches and alignments between these discourses and the children’s own expressed life ways are noted. Where alignments exist between sets of discourses, children’s language and literacy development are more likely facilitated. However, where mismatches occur, there are implications not only for children’s effective language and literacy learning but also for more equitable access to language and literacy pedagogies for all Fijian children.  相似文献   

Two tests of approach-iron golf skill and their ability to predict tournament performance     

Sam Robertson  Angus F. Burnett  Ritu Gupta 《Journal of sports sciences》2013,31(14):1341-1349

Abstract

The aim of this study was to investigate the convergent and predictive validity of two skill tests that examine the ability of golfers to hit accurate approach-iron shots. Twenty-four high-level golfers (handicap = 2.6 ± 1.7) performed the Nine-Ball Skills Test (assesses the ability to shape/control ball trajectory with high accuracy) and the Approach-Iron Skill Test (assesses the ability to hit straight shots from varying distances with high accuracy). Participants then completed at least eight rounds of tournament golf over the following 90 days and reported an indicator of approach-iron accuracy (per cent error index). A moderate correlation (r = 0.50, P < 0.05) was noted between scores for both tests. Generalised estimating equations, using two covariates (lie of the ball and distance to hole), were used to determine model fit and the amount of variance explained for tournament per cent error index. Results showed that the Approach-Iron Skill Test was the slightly stronger predictor of on-course per cent error index. With both test scores considered together, a minimal amount of additional variance was explained. These findings suggest that either of the tests used individually or combined may be used to predict tournament approach iron performance in high-level golfers.  相似文献   

Dewey's Educational Thought and His Mature Philosophy     

Joe R. Burnett 《Educational theory》1988,38(2):203-211

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Book reviews     

David Graham Burnett  Elizabeth Vallance Ph.D. 《Innovative Higher Education》1979,3(4):267-272

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Preparing Students for Middle School Through After-School STEM Activities     

Moreno  Nancy P.  Tharp  Barbara Z.  Vogt  Gregory  Newell  Alana D.  Burnett  Christopher A. 《Journal of Science Education and Technology》2016,25(6):889-897

Journal of Science Education and Technology - The middle school years are a crucial time for cultivating students’ interest in and preparedness for future STEM careers. However, not all...  相似文献