The implementation of embedded quick response codes into library resources to improve service delivery     

Barker KR  Attridge E  Bennett J  Hiserman T  Horne AS  Moody D  Ramsey EC  Son IK  Vaughn P 《Journal of the Medical Library Association : JMLA》2012,100(1):68-71

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Transforming schools: illusion or reality?1     

Bernard Barker 《School Leadership & Management》2013,33(2):99-116

This paper explores the claim that appropriately trained heads can motivate teachers and students to achieve challenging targets and transform the prospects of future generations. Theory derived from the leadership literature is tested against the experience of three headteachers in the field. Case study evidence is used to examine how Hillside School was improved. Applying recommended styles, the heads won the commitment of their colleagues and built the capacity for further progress, despite adverse circumstances that included social disadvantage. Although the ‘turn around’ was achieved quickly, the interpersonal styles adopted by the heads were only part of a leadership repertoire that included beliefs, values, professional knowledge and micro-politics. Variations in the combination of context, leaders and followers seem to have been more significant than the common elements emphasized by the school improvement literature and national training programmes. OfSTED reported that the school's effectiveness was greatly enhanced. Test and examination results were more or less unchanged, however, confirming recent studies that have found little evidence of leadership impact on student outcomes. This supports the suggestion that intake mix may influence results more than the organizational characteristics shaped by heads. The paper concludes that while leadership training may improve school climate, a transformation in performance is unlikely.  相似文献   

The development and preliminary assessment of a set of video‐taped informative speech models     

Robert J. Kibler  Larry L. Barker  Roy H. Enoch 《Communication Studies》2013,64(4):268-275

Guidelines are specified in this article for developing video‐taped informative speech models. Faculty members rated selected video‐taped informative speeches on nine variables and two months later rated nine of the same speeches again. The faculty judges were reliable on their ratings for eight of the nine variables rated during the two sessions. Five of the nine speeches were identified as being representative of one of three significantly different levels of excellence.  相似文献   

Behavioral objectives and speech communication instruction     

Robert J. Kibler  Larry L. Barker  Donald J. Cegala 《Communication Studies》2013,64(2):71-80

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Teaching by Keller Plan‐‐Comment on a Course in Spain     

L. R. B. Elton 《International Journal of Science Education》2013,35(1):71-73

The use of the 'Cognitive Acceleration through Science Education' (CASE) intervention programme was explored in Malawi to see if the critical period for cognitive transition from concrete operations to formal operations at 12-14 years of age actually exists. The older pupils (16-17 years of age) in secondary school classes in Malawi made similar cognitive gains to younger English pupils after being taught CASE for 2 years. This was taken to suggest that the critical period does not exist. However, in Malawi, girls, who are on average a year younger than boys in the same class, and older boys, had lower academic achievement than younger boys. Explanations for this age and gender interaction are explored.  相似文献   

Selling out: academic freedom and the corporate market     

Bernard Barker 《教育政策杂志》2013,28(3):469-470

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The Paradox of Education for the Gifted     

Elton B. Mcneil 《College Teaching》2013,61(3):111-115

Abstract

The article explores how using constructivist techniques can make teachers more effective. When teachers use illustrative methods to introduce new material, students are better able to make the concepts their own. Several activities and their possible application across disciplines are discussed.  相似文献   

Variability and Sampling Inspection in the NOCSAE Standards for Football Helmets     

G. Rex Bryce  Ruel M. Barker 《Research quarterly for exercise and sport》2013,84(2):103-108

Abstract

Because of increasing numbers of serious sports-related injuries at all levels of participation, the National Operating Committee on Standards for Athletic Equipment (NOCSAE) was formed. Among their activities aimed at improving the safety of sports participation was the development of standards for impact resistance in both new and refinished football helmets. These standards include not only recommendations as to safe levels of resistance to impact but recommendations as to the number of helmets to be tested from each group of helmets undergoing a refinishing process.

In this study the various sources of variability in the testing procedure are examined. These sources include helmet-to-helmet variability, testing variability, and basic measurement error. A careful examination of this variability in the context of the NOCSAE-recommended testing procedures for recertifying helmets reveals an inadequacy in the NOCSAE standard, in that the probability of returning unsafe helmets to the playing field is unacceptably high.  相似文献   

Constructive readings of interactive episodes: examining ethics in physical education from a social constructionist perspective     

Dean M. Barker  Natalie Barker-Ruchti  Uwe Pühse 《Sport, Education and Society》2013,18(4):511-526

In this paper we illustrate how ways of thinking about ethics are tied up with sport and physical education practice and introduce an alternative approach that can help to develop ethical pedagogies. We begin by locating socio-moral education in physical education within historical and contemporary pedagogical scholarship. Our argument is that the work of today's physical educators is still shaped by claims that were made about school sport in the nineteenth century and that sport scholars have long had difficulties proving these claims empirically. Rather than search for data that can confirm or refute claims of moral learning, we examine how incidents related to moral behaviour occur during physical education lessons. To do this we draw on data from an ethnographic investigation of a school in North Western Switzerland. Specifically, we present three episodes of interaction in three different physical education lessons. To make sense of these episodes, we introduce a social constructionist perspective. The main assumptions of this perspective are: (1) meanings are created through dialogue and consensus and are context-relative; (2) interactions between people are joint accomplishments; and (3) contexts affect how people interact with one another. Equipped with a constructionist framework, we then inspect the interactive episodes more closely. We include brief discussions of how constructionist understandings might inform ethics pedagogies in the future, suggesting that practitioners should be cautious of universal understandings of ethics, consider pupils as members of communities that are held together by shared practices, provide space for pupils to position themselves differently during lessons and, finally, account for contextual factors when evaluating pupils’ actions.  相似文献   

Still Preparing Children for the 11+: perceptions of parental behaviour in the West Indies     

Monica A. Payne  D'Orsus Barker 《Educational studies》1986,12(3):313-325

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