Assertive Discipline and the 1997 Education White Paper: a reply to Rigoni and Walford     

Richard Melling  Jeremy Swinson 《教育政策杂志》2013,28(4):575-579

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Data Mashups     

Tim Green 《TechTrends》2010,54(5):20-21

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Evidence-based practice: extending the search to find material for the systematic review     

Helmer D  Savoie I  Green C  Kazanjian A 《Bulletin of the Medical Library Association》2001,89(4):346-352

BACKGROUND: Cochrane-style systematic reviews increasingly require the participation of librarians. Guidelines on the appropriate search strategy to use for systematic reviews have been proposed. However, research evidence supporting these recommendations is limited. OBJECTIVE: This study investigates the effectiveness of various systematic search methods used to uncover randomized controlled trials (RCTs) for systematic reviews. Effectiveness is defined as the proportion of relevant material uncovered for the systematic review using extended systematic review search methods. The following extended systematic search methods are evaluated: searching subject-specific or specialized databases (including trial registries), hand searching, scanning reference lists, and communicating personally. METHODS: Two systematic review projects were prospectively monitored regarding the method used to identify items as well as the type of items retrieved. The proportion of RCTs identified by each systematic search method was calculated. RESULTS: The extended systematic search methods uncovered 29.2% of all items retrieved for the systematic reviews. The search of specialized databases was the most effective method, followed by scanning of reference lists, communicating personally, and hand searching. Although the number of items identified through hand searching was small, these unique items would otherwise have been missed. CONCLUSIONS: Extended systematic search methods are effective tools for uncovering material for the systematic review. The quality of the items uncovered has yet to be assessed and will be key in evaluating the value of the systematic search methods.  相似文献   

Ironic processing and static balance performance in high-expertise performers   总被引：1，自引：0，他引：1  

Dugdale JR  Eklund RC 《Research quarterly for exercise and sport》2003,74(3):348-352

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The benefits of random variable practice for accuracy and temporal error detection in a rapid aiming task     

Green S  Sherwood DE 《Research quarterly for exercise and sport》2000,71(4):398-402

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POLLING AS A MEANS TOWARD PRESIDENTIAL AUTONOMY: EMIL HURJA, HADLEY CANTRIL AND THE ROOSEVELT ADMINISTRATION     

Eisinger  Robert M.; Brown  Jeremy 《Int. Journal of Public Opinion Research》1998,10(3):237-256

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Truth,beauty, and counting     

Jeremy Gray 《Metascience》2010,19(2):211-212

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After the flood: disaster response and recovery planning     

D Green 《Bulletin of the Medical Library Association》1990,78(3):303-306

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Legal and Psychometric Criteria for Evaluating Teacher Certification Tests     

Stephen G. Sireci  Preston C. Green  III 《Educational Measurement》2000,19(1):22-31

Will our teacher certification testing program stand up to a court challenge? What are the critical issues the courts consider in examining teacher certification testing? What do we need to do to strengthen our program legally and psychometrically?  相似文献   

RESEARCH SECTION: The self‐esteem of pupils in schools for pupils with social,emotional and behavioural difficulties: myth and reality     

Jeremy Swinson 《British Journal of Special Education》2008,35(3):165-172

The self‐esteem of pupils has long been regarded as a key variable affecting both pupils' learning and behaviour, although the relationship between the two may not be as strong as many in education have always assumed. In this article, Jeremy Swinson, an educational psychologist and honorary lecturer in educational psychology at Liverpool John Moores University, reports the findings from a study in two parts. Firstly, an examination was made of 35 Statements written by officers from seven different education authorities in the north‐west of England for pupils attending two independent schools that specialise in working with pupils with social, emotional and behavioural difficulties (SEBD). It was found that, of the 35 Statements examined, 34 included self‐esteem as one area of special need. The second phase of the study examined the self‐esteem of 60 pupils in four specialist schools for pupils with social, emotional and behavioural difficulties. The results showed that the average scores for self‐esteem for both the primary and secondary sample were very similar to the scores obtained by previous researchers in mainstream schools. However, it was apparent that more pupils than expected appeared to have either very low or very high self‐esteem. In terms of locus of control, it was found that a large number of secondary pupils had a high score although this was not found to be the case for the primary pupils in the sample. Jeremy Swinson discusses these results and presents his analysis of their implications for teachers, educational psychologists and education officers.  相似文献