What does the United States want to learn from international comparative studies in education?     

Jeanne E. Griffith  Elliott A. Medrich 《Prospects》1992,22(4):476-485

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Long-axis rotation: the missing link in proximal-to-distal segmental sequencing   总被引：2，自引：2，他引：0  

Marshall RN  Elliott BC 《Journal of sports sciences》2000,18(4):247-254

Most assessments of segmental sequencing in throwing, striking or kicking have indicated a proximal-to-distal sequencing of end-point linear speeds, joint angular velocities, segment angular velocities and resultant joint moments. However, the role of long-axis rotations has not been adequately quantified and located in the proximal-to-distal sequence. The timing and importance of upper arm internal-external rotation and pronation-supination in the development of racquet head speed have been examined in the tennis serve and squash forehand drive and considered in relation to conventional concepts of proximal-to-distal sequencing. Both long-axis rotations reached their peak angular speeds late in both strokes, typically after shoulder flexion-extension, shoulder abduction-adduction and elbow extension. These results clarify and confirm the importance of upper limb long-axis rotations in the production of racquet head speed. It appears that traditional proximal-to-distal sequencing concepts are inadequate to describe accurately the complexity of the tennis serve or squash forehand drive. It is essential to consider upper arm and forearm longitudinal axis rotations in explaining the mechanics of these movements and in developing coaching emphases, strength training schedules and injury prevention programmes.  相似文献   

Net forces during tethered simulation of underwater streamlined gliding and kicking techniques of the freestyle turn     

Lyttle AD  Blanksby BA  Elliott BC  Lloyd DG 《Journal of sports sciences》2000,18(10):801-807

We assessed the net forces created when towing swimmers while gliding and kicking underwater to establish an appropriate speed for initiating underwater kicking, and the most effective gliding position and kicking technique to be applied after a turn. Sixteen experienced male swimmers of similar body shape were towed by a motorized winch and pulley system. A load cell measured net force (propulsive force - drag force) at speeds of 1.6, 1.9, 2.2, 2.5 and 3.1 m x s(-1). At each speed, the swimmers performed a prone streamline glide, a lateral streamline glide, a prone freestyle kick, a prone dolphin kick and a lateral dolphin kick. A two-way repeated-measures analysis of variance revealed significant differences between the gliding and kicking conditions at different speeds. The results demonstrated an optimal range of speeds (1.9 to 2.2 m x s(-1)) at which to begin underwater kicking to prevent energy loss from excessive active drag. No significant differences were found between the prone and lateral streamline glide positions or between the three underwater kicking techniques. Therefore, there appears to be no significant advantage in using one streamlining technique over another or in using one kicking style over another.  相似文献   

The Concept of Creativity     

R. K. Elliott 《Journal of Philosophy of Education》1971,5(1):97-104

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AN EARLY FAILURE OF CURRICULUM REFORM: HISTORY TEACHING IN ENGLAND 1918‐1940     

B. J. Elliott 《Journal of educational administration and history》1980,12(2):39-46

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The conditions of public accountability     

John Elliott 《Cambridge Journal of Education》1977,7(2):100-104

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D. W. Hamlyn on Knowledge and the Beginnings of Understanding     

R. K. Elliott 《Journal of Philosophy of Education》1980,14(1):109-116

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Computer Production of Nomographs for Bivariate Prediction     

John A. Schmitt  Elliott Alterman 《Counselor Education & Supervision》1968,8(1):77-80

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Prediction Versus Accommodation and the Risk of Overfitting   总被引：1，自引：0，他引：1  

Hitchcock  Christopher; Sober  Elliott 《The British journal for the philosophy of science》2004,55(1):1-34

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Motivation to Learn: The pedagogical nexus in the Russian school: Some implications for transnational research and policy borrowing     

Neil Hufton  Julian Elliott 《Educational studies》2000,26(1):115-136

Earlier research had shown that in some Russian schools, pupils were significantly more highly motivated to learn in school than in some American and English schools. Further inquiry was conducted to ascertain to what extent such high motivation might be attributed to schooling-related factors. It is suggested that Russian schools exhibit a 'pedagogical nexus' - a set of linked, interactive and mutually reinforcing influences on pupils' motivation to learn within and because of the schooling process- in which continuity of school, class and teacher - inter-generational continuity; closeness of home-school relations; readiness and preparation for schooling; the articulation of a national curriculum in school texts and in a critical pedagogics; the extent and character of inter-relation between lesson, textbook, homework and assessment; and the role of memorisation in learning - play highly inter-related and mutually attuned roles. It is argued that the terms of explanation of an unfamiliar education system cannot be reliably used for the identification of isolable practices for transnational export to other systems. Explanations of unfamiliar systems can, however, raise powerful and pointed evaluative questions of general interest.  相似文献