Pictures Speak Louder Than Words     

Anna Gregory 《English in Education》1987,21(2):61-66

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Effects of career interventions on vocational cognitive complexity     

Wei-Cheng Mau Ph.D.  Christy Calvert  Richard Gregory 《Journal of Career Development》1997,23(4):279-293

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The irrationality of rationalized program development     

Roger I. Simon  Malcolm A. Levin 《Interchange》1973,4(4):63-76

Conclusions The core of our argument rests in the nature of the relationship between regional and provincial educational authorities and local schools/communities. In the present situation the relationship is ambiguous. On one hand, the province and the boards issue guidelines and demand that local schools develop programs in conformity with them. At the same time the schools are urged to be innovative and to develop programs to meet local needs. Although the drafters of guidelines apparently see no contradiction between these two directives, we, and many practitioners we have talked with, do.It is our position that the local school/community should be primarily accountable to the community it serves for developing learning environments that fairly reflect the community's educational values, expectations, and priorities. The school should be accountable to central authorities for proper expenditure of monies and for observing basic standards of honesty and fair play in its operations. Finally we wish to stress again the importance of providing help rather than advice to developing programs. Advice coming from a source that in the recent past was primarily a legislative and policing agency cannot help but be construed by school practitioners as a thinly disguised directive. Even if this were not the case, advice is of limited value to people who lack the resources and technical expertise to implement their educational ideas. Real help, in the form of needed resources, technical services, and expert consultation, might inject a new spirit of goodwill and cooperation into what has been at best a guarded relationship between the schools and central educational authorities.OISE  相似文献   

White blankets may make you smarter and other questionable social science findings     

Gregory S. Blimling 《About Campus》2004,9(3):2-9

Looking for amazing research that will make the nightly news or turn an administrator's head? If you find it, be warned. The findings may have been reported out of context or based on faulty logic.  相似文献   

Facilitation of licking by response-contingent electric shock     

Karen Hartlep  Gregory Bertsch 《Learning & behavior》1974,2(3):196-198

Licking behavior of rats maintained by lick-contingent water reinforcement, produced electric shocks under three conditions. Shock occurred 1 sec before, simultaneous with, or 1 sec after water reinforcement. Rates of licking rose above prepunished levels at .2-, .4-, and .6-mA intensities but were suppressed at .8 mA for all three groups. Facilitation and suppression effects were the same for the three pairing conditions. Discriminative and elicited functions of shock did not appear to account for this facilitative effect.  相似文献   

College Enhancement Strategies and Socioeconomic Inequality     

Gregory C. Wolniak  Ryan S. Wells  Mark E. Engberg  Catherine A. Manly 《Research in higher education》2016,57(3):310-334

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Book reviews     

Keith Pavitt  Edward Shils  Joseph Needham  Gregory Blue 《Minerva》1980,18(2):352-363

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Match-to-match variability in high-speed running activity in a professional soccer team     

Christopher Carling  Paul Bradley  Alan McCall  Gregory Dupont 《Journal of sports sciences》2016,34(24):2215-2223

ABSTRACT

This study investigated variability in competitive high-speed running performance in an elite soccer team. A semi-automated tracking system quantified running performance in 12 players over a season (median 17 matches per player, 207 observations). Variability [coefficient of variation (CV)] was compared for total sprint distance (TSD, >25.2 km/h), high-speed running (HSR, 19.8–25.2 km/h), total high-speed running (THSR, ≥19.8 km/h); THSR when the team was in and out of ball possession, in individual ball possession, in the peak 5 min activity period; and distance run according to individual maximal aerobic speed (MAS). Variability for % declines in THSR and distance covered at ≥80% MAS across halves, at the end of play (final 15 min vs. mean for all 15 min periods) and transiently (5 min period following peak 5 min activity period), was analysed. Collectively, variability was higher for TSD versus HSR and THSR and lowest for distance run at ≥80% MAS (CVs: 37.1%, 18.1%, 19.8% and 11.8%). THSR CVs when the team was in/out of ball possession, in individual ball possession and during the peak 5 min period were 31.5%, 26.1%, 60.1% and 23.9%. Variability in THSR declines across halves, at the end of play and transiently, ranged from 37.1% to 142.6%, while lower CVs were observed in these metrics for running at ≥80% MAS (20.9–53.3%).These results cast doubt on the appropriateness of general measures of high-speed activity for determining variability in an elite soccer team, although individualisation of HSR thresholds according to fitness characteristics might provide more stable indicators of running performance and fatigue occurrence.  相似文献   

Introduction to Symposium on Globalisation   总被引：1，自引：0，他引：1  

Gregory  Heath 《Educational Philosophy and Theory》2002,34(1):37-39

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Collaborative research in and with organizations 1     

Benjamin Levin 《International journal of qualitative studies in education》2013,26(4):331-340

Collaborative research has been more advocated than practiced. Three rationales for collaborative research are discussed. A collaborative study currently under way is used to illustrate the difficulties likely to arise in such endeavours. Persistent problems around collaborative work include differences in purposes, methodological requirements, timeframes, commitments, and outcomes. Although meaningful collaborative work can be done, it is difficult and requires particular and unusual conditions to be successful.

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