Learning from the Experience of Muslim Students in American Schools: Towards a Proactive Model of School-Community Cooperation     

Nermin Said Sabry  Katherine Richardson Bruna 《Multicultural Perspectives》2013,15(3):44-50

Drawing on interviews with Muslim parents, students, and teachers in a Midwestern city, as well as one of the author's (Sabry's) own experiences as a member in the local Muslim community, this paper documents and describes the challenges faced by Muslim youth in U.S. schools. Grounded in the theoretical framework of cultural mismatch, the paper presents key themes of the interviews with regards to the areas of curriculum, instruction, and home-school relations. Based on these findings, and using Banks' Multicultural Education Dimensions, a proactive model of cooperation between the families of Muslim students and the public school system is proposed. The paper concludes by urging other scholars to investigate the schooling of Muslim students in the U.S. and encouraging members of the Muslim community to share their U.S. schooling experiences.  相似文献   

Illuminated by the Shadow: U.S.-Mexico Schooling and Pedagogies of Place     

Katherine Richardson Bruna  Dennis Chamberlin 《Multicultural Perspectives》2013,15(3):123-132

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Effects of movement velocity and training frequency of resistance exercise on functional performance in older adults: a randomised controlled trial     

Darren L. Richardson  Michael J. Duncan  Alfonso Jimenez  Paul M. Juris  Neil D. Clarke 《European Journal of Sport Science》2019,19(2):234-246

Objectives: To investigate the effects that high-velocity, low-load (HVLL) and low-velocity, high-load (LVHL) resistance exercise, performed once or twice-weekly, have on indices of functional performance (primary outcome), maximal strength, and body composition (secondary outcomes) in older adults.

Methods: In a randomised, controlled, multi-armed, parallel design, 54 moderately-highly active, but resistance exercise naïve older adults (aged 60–79 years), attended baseline and post-10-week intervention assessment sessions. Physical and functional assessments were completed, and predicted one-repetition maximums (1-RM) were obtained for eight exercises. Participants were then randomised into one of five conditions: HVLL once-weekly (HVLL1: n?=?11) or twice-weekly (HVLL2: n?=?11), LVHL once-weekly (LVHL1: n?=?10) or twice-weekly (LVHL2: n?=?11), no-exercise control condition (CON: n?=?11). The HVLL conditions completed 3 sets of 14 repetitions at 40% 1-RM and the LVHL conditions, 3 sets of 7 repetitions at 80% 1-RM. In total, 50 participants completed all testing and were included in analyses.

Results: Only LVHL2 improved 30-sec chair stand performance (p?=?.035; g?=?0.89), arm curls (p?=?.011; g?=?1.65) and grip-strength (p?=?.015; g?=?0.34) compared to CON. LVHL2 improved maximal strength compared to CON for 7/8 exercises (p?p?Conclusion: Possibly due to the lower intensity nature of the HVLL conditions, LVHL, twice-weekly was most beneficial for improving functional performance and strength in moderately-highly active older adults. Therefore, we recommend that exercise professionals ensure resistance exercise sessions have sufficient intensity of effort and volume, in order to maximise functional performance and strength gains in older adults.  相似文献   

Andrew Jackson,Southerner Mark R. Cheathem. Baton Rouge: Louisiana State University Press, 2013.          下载免费PDF全文

Chris Richardson 《Journal of American culture (Malden, Mass. : 2003)》2015,38(3):278-279

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Looking Back and Looking Forward     

Ronald D. Simpson  Kay Herr Gillespie 《Innovative Higher Education》2000,24(4):245-246

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Searching for a Center: An essay review of Researching teaching: methodologies and practices for understanding pedagogy John Loughran (Ed.); Falmer Press, 1999     

Virginia Richardson 《Teaching and Teacher Education》2000,16(8):905-909

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Demonstration of competence in introductory exercises of science-a process approach by pre-school children     

Eugene W. Krebs  A. J. Pappelis  T. Kay Kraft 《科学教学研究杂志》1978,15(1):43-46

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Facilitating Classroom Assistants' Professional Reflection Through Video Workshops     

Carol A. Potter  & Helen L. Richardson 《British Journal of Special Education》1999,26(1):34-36

Carol A. Potter, a research associate at the University of Durham, and Helen L. Richardson, a governor trainer and support co-ordinator, explore an approach to the development of reflective abilities amongst classroom assistants, whose need for appropriate training was recognised in the White Paper Excellence in Schools (DfEE, 1997).  相似文献   

Educational Studies in the United Kingdom, 1940–2002     

William Richardson 《British Journal of Educational Studies》2002,50(1):3-56

This essay provides an assessment of the development of educational studies as a field of enquiry in the United Kingdom since 1940. The narrative embraces the UK as a whole but also offers an account of distinctive aspects of the evolution of the field in each constituent country over three broad periods: 1940-1959; 1960-1982; and 1983 to the present.  相似文献   

Expanding the roles of school library media specialists through an expanded literature curriculum     

Kay Bland 《TechTrends》1989,34(6):52-53

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