Nazis or Christians: a problem of education     

Maxwell Garnett C.B.E. M.A. Sc.D. 《British Journal of Religious Education》1941,8(1):9-16

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History skills and the NSW 1986 Two Unit Modern History syllabus part 2: focus on learning experiences and evaluation     

P. I. Harvey  T. W. Maxwell 《Curriculum Journal》2013,24(1):149-165

ABSTRACT

In exploring the syllabus writers' intentions and in an analysis of the NSW Two Unit Modern History syllabus, selection and organization of learning experiences and evaluation specified in the document were found to be wanting. Learning experiences were to be student-centred with considerable teacher autonomy and hence a lack of specific information on pedagogy. There was indirect advice only on the organization of learning experiences associated with skills development. While skills as processes are set out to be examined, there are considerable difficulties associated with using the specified objectives as the basis for evaluation. This article is a companion piece to Harvey and Maxwell (1996).  相似文献   

Performance Breakdown in Sport     

J. P. Maxwell  R. S. W. Masters  J. M. Poolton 《Research quarterly for exercise and sport》2013,84(2):271-276

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Effect of Isometric and Isotonic Exercise Programs upon Muscular Endurance     

Maxwell L. Howell  Ray Kimoto  W. R. Morford 《Research quarterly for exercise and sport》2013,84(4):536-540

Abstract

Three groups of 11 subjects enrolled in required physical education were equated on the basis of bicycling for two minutes at 14 kg. resistance. Group I did weight training, Group II used the Commander Set series of isometric contractions, and Group III participated in normal activities. At the conclusion of the 8-week experimental period all subjects were retested on the bicycle ergometer under the original conditions. Both experimental groups showed statistically significant improvements in the bicycle ergometer test and there were no statistically significant differences between the means of the differences between the initial and final scores of the two experimental groups. It is hypothesized that increases in muscular endurance may be effected by certain programs of isometric contractions as well as by isotonic exercises.  相似文献   

Communication apprehension and speech preparation time     

Joe Ayres  Rebecca Robibeaux‐Maxwell 《Communication Research Reports》2013,30(2):90-93

This study tested whether speech preparation time was linked to communication apprehension (CA). Data reported herein indicate that high CA speakers required more preparation time than low CA speakers. Those expecting to be evaluated used more preparation time than those not expecting to be evaluated. CA interacted with evaluation such that high CAs expecting to be evaluated took longer to prepare their speeches than those in the other conditions. The implications of these results are discussed in the conclusion of this paper.  相似文献   

Bhutanese stakeholders’ perceptions about multi-grade teaching as a strategy for achieving quality universal primary education     

Pawan Kucita  Charles Kivunja  T.W. Maxwell  Bawa Kuyini 《International Journal of Educational Development》2013

This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers.  相似文献   

The reproduction of privilege: young women,the family and private education     

Claire Maxwell  Peter Aggleton 《International Studies in Sociology of Education》2013,23(2):189-209

The paper examines processes of cultural production and reproduction among members of the elite and upper-middle classes. Drawing on findings from a study of private education in England, it explores the utility of a conceptual framework to examine how practices in and across different sites may be reproductive of various forms of ‘privilege’. Three domains in particular – family, the school and individual young women’s projects of the self – together shape key meanings and orientations informing young women’s lives. These meanings and orientations in turn connect to ‘privileging practices’, both within each domain and beyond. The paper analyses data from three young women in one of the schools studied to illustrate how the framework may be used to examine privately educated young women’s different orientations to the present and the future. Findings point to some of the processes through which class and gender privilege may be variably reproduced.  相似文献   

Benefits of an external focus of attention: common coding or conscious processing?     

Poolton JM  Maxwell JP  Masters RS  Raab M 《Journal of sports sciences》2006,24(1):89-99

We conducted two experiments to assess the effect attentional focus has on learning a complex motor skill and subsequent performance under secondary task loading. Participants in Experiment 1 learnt a golf putting task (300 practice trials) with a single instruction to either focus on their hands (internal focus) or the movement of the putter (external focus). No group differences were evident during learning or retention. Differences between the groups were only apparent under secondary task load; the external group's performance remained robust, while the internal group suffered a drop in performance. Verbal protocols demonstrated that the internal group accumulated significantly more internal knowledge and more task-relevant knowledge in general than the external group. Experiment 2 was designed to establish whether greater internal focus knowledge or greater explicit rule build up in general was responsible for performance breakdown. Two groups were presented with a set of six internal or external rules. Again, no performance differences were found during learning or retention. During the secondary task, both groups experienced performance deterioration. It was concluded that accumulation of explicit rules to guide performance was responsible for the internal group's breakdown in performance under secondary task loading and may be responsible for some of the performance differences reported previously.  相似文献   

The mass production of translation— For a limited market     

Earl Maxwell Coleman 《Publishing Research Quarterly》1994,10(4):22-29

The mass production of translation for a limited market was a concept initiated at Consultants Bureau in 1946 by the author, a concept that evolved over a period of several years amid trying circumstances. At each juncture, where it seemed the enterprise might fail, fresh thinking added further dimension. Even the potential threat that Robert Maxwell would either bury or swallow Consultants Bureau led to further orderliness in the end, not only of the process, but in international affairs, all the more remarkable since these events took place during and even at the height(s) of the Cold War, and without the possibility of intervention by any justice system or government influence. Earl Maxwell Coleman is the former president and CEO of the Plenum Publishing Corporation.  相似文献   

Teacher knowledge and initial teacher education in the English learning and skills sector     

Bronwen Maxwell 《Teaching Education》2013,24(4):335-348

Recent reforms of initial teacher education (ITE) in the learning and skills sector (LSS) in England are standards based and emphasise subject specialism. The reforms are underpinned by objectivist epistemological assumptions which are incompatible with socio‐cultural theories of professional knowledge, and ignore the diverse teaching roles and contexts in the sector and wider systemic issues. A qualitative scoping study found that LSS in‐service trainee teachers drew on three types of knowledge resources, or clusters of ‘rules’ for practice, in their teaching: these were related to their subject/vocational area, generic teaching and learning processes and specific learners and groups. Trainees generated knowledge resources through participation in their workplace, ITE course and other social contexts, and from embedded and encoded workplace knowledge. Trainees’ beliefs, values and prior experiences were both a knowledge resource and influenced their engagement with knowledge generation activities. It is argued that using a knowledge resources perspective, which recognises how trainees generate knowledge and seeks to bridge gaps in their access to knowledge resources, would be more effective in supporting trainees’ development than the current reforms.  相似文献