Ecological rationality in teachers' conceptions of assessment across samples from Cyprus and New Zealand     

Gavin Thomas Lumsden Brown  Michalis P. Michaelides 《European Journal of Psychology of Education - EJPE》2011,26(3):319-337

Teacher conceptions of assessment are influential mediators of how assessment policy initiatives are implemented in schools. Four hierarchical, intercorrelated factors (i.e., assessment for improvement, school accountability, and student accountability, and assessment as irrelevant) of how teachers' conceive of assessment have been reported. However, most studies have been conducted only in English in jurisdictions with policies of low-stakes testing. This paper extends the research by surveying 249 Greek-Cypriot teachers with a Greek translation of the Teachers' Conceptions of Assessment inventory. Cyprus has a relatively low-stakes assessment policy during the compulsory school years, suggesting, under the assumption of ecological rationality, that conceptions would be similar to previous English-language studies. Exploratory factor analysis of the Cyprus data led to a five-factor solution with 24 items within two inversely correlated second-order factors (i.e., assessment is positive and negative; r = −0.49). A multigroup nested invariance confirmatory factor analysis found statistical invariance between the Cyprus and the New Zealand data. Mean score differences were small for two improvement-oriented conceptions, moderate for assessment that is bad, and large for school accountability and ignoring assessment factors. Similarities and differences in conceptions appear to reflect commonalities and discrepancies in educational system policies and practices.  相似文献   

Bowels control brain: gut hormones and obesity     

Gavin A. Bewick 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(3):283-297

Peptide hormones are released from the gastrointestinal tract in response to nutrients and communicate information regarding the current state of energy balance to the brain. These hormones regulate appetite, energy expenditure and glucose homeostasis. They can act either via the circulation at target peripheral tissues, by activation of the vagus nerve or by acting on key brain regions implicated in energy homeostasis such as the hypothalamus and brainstem. This review gives an overview of the main gut hormones implicated in the regulation of food intake and how some of these are being targeted to develop anti obesity treatments.  相似文献   

Centile curves and normative values for the twenty metre shuttle-run test in English schoolchildren     

Sandercock G  Voss C  Cohen D  Taylor M  Stasinopoulos DM 《Journal of sports sciences》2012,30(7):679-687

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Design of the curriculum for a second-cycle course in civil engineering in the context of the Bologna framework   总被引：1，自引：1，他引：0  

K. G. Gavin 《European Journal of Engineering Education》2010,35(2):175-185

This paper describes the design of the curriculum for a Master of Engineering programme in civil engineering at University College Dublin. The revised programme was established to meet the requirements of the Bologna process and this paper specifically considers the design of a new, second-cycle master's component of the programme. In addition to considering the content required to meet the learning outcome specified by the professional accreditation body, the paper presents details of attempts to move from a traditional instructor-centred model to a student-centred model of education in order to promote reflective (deep) learning. Although the paper presents a model curriculum for a civil engineering programme, the holistic approach to curriculum design outlined, which considers the organisation, sequence and evaluation strategies adopted, is applicable to all subject areas in higher education.  相似文献   

Apparatus for vacuum distillation of lubricating and heavy petroleum oils     

Martin J. Gavin  L. Foster 《Journal of The Franklin Institute》1927,204(3):409

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Social learning in new Caledonian crows     

Jennifer C. Holzhaider  Gavin R. Hunt  Russell D. Gray 《Learning & behavior》2010,38(3):206-219

New Caledonian (NC) crows are the most sophisticated tool manufacturers other than humans. The diversification and geographical distribution of their three Pandanus tool designs that differ in complexity, as well as the lack of ecological correlates, suggest that cumulative technological change has taken place. To investigate the possibility that high-fidelity social transmission mediated this putative ratchet-like process, we studied the ontogeny of Pandanus tool manufacture and social organization in free-living NC crows. We found that juvenile crows took more than 1 year to reach adult proficiency in their Pandanus tool skills. Although trial-and-error learning is clearly important, juveniles have ample opportunity to learn about Pandanus tool manufacture by both observing their parents and interacting with artifactual material. The crows’ social system seems likely to promote the faithful social transmission of local tool designs by both favoring the vertical transmission of tool information and minimizing horizontal transmission. We suggest that NC crows develop their Pandanus tool skills in a highly scaffolded learning environment that facilitates the cumulative technological evolution of tool designs.  相似文献   

Leveraging student engagement for student and institutional success     

Gavin W. Henning 《About Campus》2012,17(4):15-18

We all know the importance of student engagement to student learning. Gavin W. Henning argues that the upside doesn't end there … the institution as a whole also benefits.  相似文献   

Hill on a mountaintop: A longitudinal and cross-sectional analysis of the relative age effect in competitive youth football     

Robin C. Jackson  Gavin Comber 《Journal of sports sciences》2020,38(11-12):1352-1358

ABSTRACT

The aim of this study was to examine the origin and persistence of the relative age effect (RAE) in competitive youth football. To examine its origin, birthdates of 121 category one Premier League academy players recruited over 6 years were compared with 691 Under 8 (U8) players in one of the regional grassroots leagues from which academy players are selected. To examine the persistence of the RAE we conducted a longitudinal comparison of retention rates in early-birth and late-birth academy players from U9 to U15, and made a cross-sectional comparison of birthdate distributions from U7 to U18 in 10,857 regional league players. The results revealed birthdate asymmetry in both the academy and grassroots players but a much larger RAE in the academy. Longitudinal analysis revealed that the cumulative probability of retention at the academy was higher for early-birth than late-birth players. A small to medium RAE persisted across grassroots football age groups though it declined somewhat from U15 to U18. The implication of these results for academy player recruitment is discussed.  相似文献   

Three week professionals: inside the 1987 NFL Players’ strike     

Ian Gavin 《Sport in History》2017,37(4):531-533

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Knowing in primary physical education in the UK: negotiating movement culture     

Gavin Ward  Mikael Quennerstedt 《Sport, Education and Society》2015,20(5):588-603

This paper aims to understand how pupils and teachers actions-in-context constitute being-a-pupil and being-a-teacher within a primary school physical education (PE) movement culture. Dewey and Bentley's theory of transaction, which views organism-in-environment-as-a-whole, enables the researcher to explore how actions-in-ongoing activities constitute and negotiate PE movement culture. Video footage from seven primary school PE lessons from a school in the West Midlands in the UK was analysed by focusing upon the ends-in-view of actions as they appeared through the educational content (what) and pedagogy (how) of the recorded PE experiences. Findings indicated that the movement culture within the school was a monoculture of looks-like-sport characterised by the privileging of the functional coordination of cooperative action. Three themes of pupils' and teachers' negotiation of the movement culture emerged U-turning, Knowing the game and Moving into and out of games. This movement culture required teachers to ensure pupils looked busy and reproduced cooperative looks-like-sport actions. In fulfilling this role, they struggled to negotiate between their knowledge of sport-for-real and directing pupils towards educational ends-in-view within games activities. Simply being good at sports was not a prerequisite for pupils' success in this movement culture. In order to re-actualise their knowledge of sport, pupils were required to negotiate the teacher's ‘how’ and ‘what’ by exploring what constituted cooperative actions within the spatial and social dimensions of the activities they were set. These findings suggest that if PE is to be more than just the reproduction of codified sport, careful adjustment and consideration of ends-in-view is of great importance. Without regard for the latter there is potential to create significant complexity for both teachers and pupils beyond that required by learning and performing sport.  相似文献