Sport and social status: golf and the making of the country club in the United States, 1882–1920     

Richard Moss 《国际体育史杂志》2013,30(1):93-100

  相似文献   

Adaptation of a computer programming course to the ESHE requirements: evaluation five years later     

Ernest Valveny  Àgata Lapedriza  Miquel Ferrer  Jaume Garcia-Barnés  Gemma Sànchez 《European Journal of Engineering Education》2012,37(3):243-254

In the academic year 2010–2011, Spain finished the process of introducing the regulatory changes derived from the Bologna Declaration and the new European Space for Higher Education (ESHE). These changes have implied the updating of university degrees’ structure as well as the inclusion of the European Credit Transfer System (ECTS). This paper describes the process of adaptation of two basic first-semester core subjects of computer engineering to one of the basic aspects of the ESHE, the adoption of the ECTS. The process described in the paper was developed in the framework of the pilot plan undertaken by the Universitat Autònoma de Barcelona between 2005 and 2010. The proposed course design implies a better coordination and integration of the contents of two different subjects that students follow simultaneously, and it is based on the combination of project-based learning and cooperative learning. After the experience finished, an extended quantitative and qualitative analysis of the academic results over the five-year period has shown an improvement in the students’ learning outcomes.  相似文献   

Ambience in social learning: student engagement with new designs for learning spaces     

Charles Crook  Gemma Mitchell 《Cambridge Journal of Education》2012,42(2):121-139

An imperative to develop the social experience of learning has led to the design of informal learning spaces within libraries. Yet little is known about how these spaces are used by students or how students perceive them. Field work in one such space is reported. The general private study practice of undergraduates was captured through audio diaries, while activity in the learning space was directly observed, and students provided reflective perspectives in focus groups and through spot conversations. Results suggest such spaces are popular and yet stimulate limited group work. Yet other, less intense, forms of productive collaboration did occur and a taxonomy of four such types of encounter is offered. Of particular importance to students was access to a ‘social ambience’ for study. The results encourage institutions to design for a mixed economy of student choice over learning spaces and to consider modes of encouraging diversity in their use.  相似文献   

Student identity construction in online teacher education: a narrative life history approach     

Timothy Moss  Sharon Pittaway 《International journal of qualitative studies in education》2013,26(8):1004-1018

This paper explores student identity construction through the narrative life history of one non-traditional student, engaged in teacher education in a non-traditional way – a fully online university degree course. The students within this course are all mature-aged. Most are female, and have already developed personal identities as partners, friends and mothers, as well as professional identities such as teacher aides. Adding the new identity of “student” to these already established roles has an impact on these participants’ actions, beliefs, experiences and hence on their identities. Further, the notion that they are now “pre-service teachers” forces students to consider their professional identity in new and sometimes uncomfortable ways. This paper explores the challenges for one student created by the need to negotiate this complexity. Through this exploration using narrative life history methods, the paper considers the implications of the experience of becoming a student and a teacher.  相似文献   

Professional Identity Development of Counselor Education Doctoral Students     

Colette T. Dollarhide  Donna M. Gibson  Julie M. Moss 《Counselor Education & Supervision》2013,52(2):137-150

The authors used grounded theory to explore professional identity transitions for 23 counselor education doctoral students in a cross‐section sample based on nodal points in their programs. The transformational tasks that doctoral students face involve integration of multiple identities, evolution of confidence and legitimacy, and acceptance of responsibility as the source of knowledge about the profession. The authors offer implications for training doctoral students.  相似文献   

Remaking primary education: reading Children,their World,their Education: Final Report and Recommendations of the Cambridge Primary Review     

Gemma Moss 《Literacy》2010,44(3):144-148

  相似文献   

Professional Identity Development: A Grounded Theory of Transformational Tasks of New Counselors     

Donna M. Gibson  Colette T. Dollarhide  Julie M. Moss 《Counselor Education & Supervision》2010,50(1):21-38

Professional identity development is an important professional issue. Examining the lived experiences of counselors‐in‐training (CITs), the authors used grounded theory methodology to describe the transformational tasks that are required for professional identity development. Tasks include finding a personal definition of counseling, internalizing responsibility for professional growth, and developing a systemic identity—all simultaneously manifesting as students progress from focus on experts to self‐validation. Counselor educators can facilitate movement through these transformational tasks by helping CITs to increase self‐evaluating, self‐motivating, and self‐locating within a professional community.  相似文献   

Some observations of atmospheric-electric potential-gradient on mountain peaks in the peruvian andes     

M. Luckiesh  F.K. Moss 《Journal of The Franklin Institute》1928,206(4):565-566

  相似文献   

Report no. 282. The performance of several combustion chambers designed for aircraft oil engines: by William F. Joachim and Carlton Kemper. 12 pages,illustrations quarto. Washington,Government Printing Office, 1928. Price, 10 cents     

P.W. Cobb  F.K. Moss 《Journal of The Franklin Institute》1928,206(2):251-252

  相似文献   

Defining and Assessing Spiritual Health: A Comparative Study Among 13- to 15-Year-Old Pupils Attending Secular Schools,Anglican Schools,and Private Christian Schools in England and Wales     

Leslie J. Francis  Gemma Penny  Sylvia Baker 《Peabody Journal of Education》2013,88(3):351-367

This article argues that the nation's commitment to young people involves proper concern for their physical health, their psychological health, and their spiritual health. In this context the notion of spiritual health is clarified by a critique of John Fisher's model of spiritual health. Fisher developed a relational model of spiritual health, which defines good spiritual health in terms of an individual's relationship to four domains: the personal, the communal, the environmental, and the transcendental. In the present analysis, we make comparisons between pupils educated in three types of schools: publicly funded schools without religious foundation, publicly funded schools with an Anglican foundation, and new independent Christian schools (not publicly funded). Our findings draw attention to significant differences in the levels of spiritual health experienced by pupils within these three types of schools.  相似文献