Participation in extracurricular physical activity programs at middle schools     

Powers HS  Conway TL  McKenzie TL  Sallis JF  Marshall SJ 《Research quarterly for exercise and sport》2002,73(2):187-192

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Developing a ‘professional evaluation’     

Peter Holly 《Cambridge Journal of Education》1986,16(2):68-78

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Intergroup theories and world views: Epistemological implications     

Marjorie K. Hanson  Susan Schick Case 《The Urban Review》1987,19(2):89-107

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Introduction to this Special Edition: Symbolism or Synergism? Curriculum evaluation in the 1980s     

Peter Holly 《Cambridge Journal of Education》1986,16(2):66-67

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Predictors of Obligatory Exercise Among Undergraduates: Differential Implications for Counseling College Men and Women     

Holly M. Chalk  Sarah E. Miller  Megan E. Roach  Kara S. Schultheis 《Journal of College Counseling》2013,16(2):102-114

This study examined predictors of obligatory exercise in college undergraduates (N= 172). Regression models indicated that internalization of Western attitudes toward appearance predicted exercise fixation and commitment in women, whereas perceived pressure from dating partners predicted exercise commitment in men. Findings suggest that men may respond more to peer pressure, whereas women may be more susceptible to internalized sociocultural pressure. Implications for differential assessment and treatment of college men and women are discussed.  相似文献   

Teaching and learning birth: "help all to know"     

Powell Kennedy H 《The Journal of perinatal education》2011,20(2):76-77

This guest editorial explores the idea that our worldview, regardless of education, influences our childbirth practices, sometimes interfering with achieving the goals of our discipline. Over time, we have lost our ability to support women through the process of childbirth so that they emerge as strong, healthy women. The high road ahead is to teach everyone, including ourselves, that we need to provide optimal, evidence-based care. Pursuing this path will take courage and commitment.  相似文献   

Comparison of two article-level,field-independent citation metrics: Field-Weighted Citation Impact (FWCI) and Relative Citation Ratio (RCR)     

Amrita Purkayastha  Eleonora Palmaro  Holly J. Falk-Krzesinski  Jeroen Baas 《Journal of Informetrics》2019,13(2):635-642

We reproduce the article-level, field-independent citation metric Relative Citation Ratio (RCR) using the Scopus database, and extend it beyond the biomedical field to all subject areas. We compare the RCR to the Field-Weighted Citation Impact (FWCI), also an article-level, field-normalised metric, and present the first results of correlations, distributions and application to research university benchmarking for both metrics. Our analyses demonstrate that FWCI and RCR of articles correlate with varying strengths across different areas of research. Additionally, we observe that both metrics are comparably stable across different subject areas of research. Moreover, at the level of universities, both metrics correlate strongly.  相似文献   

Instructional design learners make sense of theory: a collaborative autoethnography     

Fiock  Holly  Meech  Sally  Yang  Mohan  Long  Yishi  Farmer  Tadd  Hilliard  Nathan  Koehler  Adrie A.  Cheng  Zui 《Educational technology research and development : ETR & D》2022,70(1):31-57

Educational technology research and development - Understanding theory is essential to instructional design (ID) research and practice; however, novice designers struggle to make sense of...  相似文献   

Graduate Member Musings     

Holly Marshburn  Sylvia Rogers  Firat Sarsar 《TechTrends》2014,58(4):13-15

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Teacher-Directed Decoding Practice with Manipulative Letters and Word Reading Skill Development of Struggling First Grade Students     

Paige C. Pullen  Holly B. Lane 《Exceptionality》2014,22(1):1-16

We compared the effects of two approaches to decoding on the word reading skills of struggling first-grade students: decontextualized, teacher directed decoding practice with manipulative letters and embedded, incidental decoding practice. Participants were 98 students at risk for reading disability. We randomly assigned participants to three groups: (1) treatment, (2) comparison, and (3) control. The treatment group received 30 sessions of small-group instruction using manipulative letters to practice decoding skills. The comparison group received the same small-group reading instruction without the additional decoding practice. The control group did not receive supplemental small-group instruction. Analyses indicated that students who received the additional decoding practice with manipulative letters scored significantly better on phonological awareness, decoding, and word recognition skills than students who received incidental decoding practice.  相似文献