Reclaiming education: ‘fake news’, research and social justice     

Louise Hayward  Steve Higgins  Kay Livingston  Dominic Wyse 《Curriculum Journal》2018,29(1):1-3

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Contract cheating in UK higher education: A covert investigation of essay mills          下载免费PDF全文

Dominic Medway  Stuart Roper  Leah Gillooly 《British Educational Research Journal》2018,44(3):393-418

Contract cheating is currently a concern for universities and the higher education (HE) sector. It has been brought into the spotlight in recent years through the growth of online essay mills, where students can easily commission and purchase written assessment responses. This study contributes to the wider literature on academic integrity in HE by examining the phenomenon of contract cheating from a supply‐side perspective, thereby considering the essay mill offering and student interaction with it. The authors covertly engage with five essay mills, before successfully completing an assignment purchase with two of these providers. The pre‐purchase stage of an assignment transaction is first examined, unpacking ten reassurance cues used by essay mill providers in the text of their websites. These reassurance cues help to ensure the attractiveness of the essay mill product to potential student consumers. The analysis then moves to explore the ethical discourses around academic integrity that essay mills provide, revealing inconsistencies in their stance towards the potential for academic misconduct from the use of essay mill services. Finally, the article explores the quality of the essay mill product, through grading and Turnitin^® reports for the two purchased essay mill assignments. Following recent calls for the outlawing of essay mills, this article provides a timely addition to current understanding of this phenomenon, and the associated challenges of contract cheating in HE.  相似文献   

Effects of bicycle frame ergonomics on triathlon 10-km running performance     

Ian Garside  Dominic A. Doran 《Journal of sports sciences》2013,31(10):825-833

It is perceived that, during the triathlon or duathlon, cycling with a steep (>76°) rather than a shallow (?76°) frame geometry might attenuate the fatigue associated with progression from the cycle to run disciplines and improve subsequent 10-km running performance. This is based on anecdotal testimony from athletes purporting to have experienced improved performance; no empirical evidence exists. To evaluate this view, eight male triathletes completed a counterbalanced, 40-km cycle ride at two frame geometries (73° and 81°) at ~70% VO 2peak . Immediately after completion of each 40-km cycle, a self-paced 10-km treadmill time trial was undertaken, during which physiological, kinematic and performance variables were measured. The 10-km run performance (mean - s : 42:55 - 4:19 vs 46:15 - 4:52 min; P ? 0.01) and combined cycle and run performance (1:45:49 - 5:45 vs 1:50:33 - 6:08; P ? 0.001) were faster in the 81° than the 73° condition. Improvements in performance were most prominent during the first 5 km of the run (21:41 - 2:15 vs 24:15 - 2:31 min in the 81° and 73° conditions respectively). These improvements were not evident during the second 5 km of the run. No differences in physiological variables were noted, although heart rate, stride length and stride frequency were increased during the 81° condition ( P ? 0.05). Modifying frame geometry from a seat tube angle of 73° to 81° improves 10-km running and combined cycle plus run performance. These improvements in performance might relate to alterations during the cycling phase, which minimizes the 'residual effect' of this (i.e. the adverse changes in substrate availability, thermoregulatory, cardiovascular and biomechanical factors felt immediately after transition from cycling to running) and attenuates negative changes in physiological and kinematic responses during the 10-km run.  相似文献   

Exiled from Funland: Flusser and Agamben after the Fall     

Dominic Pettman 《传播与批判/文化研究》2013,10(1):90-94

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Corporal punishment and communication in father‐son dyads     

Jeffrey W. Kassing  Kevin J. Pearce  Dominic A. Infante 《Communication Research Reports》2013,30(3):237-249

This study was based on a communication‐oriented perspective of corporal punishment of children. The perspective posits that physically aggressive influence tactics would be associated with aggressive communication and a set of communication outcomes. The perceptions of 74 father‐son dyads were solicited to test these relationships. Results indicated that when there was lower argumentativeness and higher verbal aggressiveness in father‐son communication there was more corporal punishment as an influence tactic and that fathers and sons perceived the relationship as less favorable in terms of influence success, communication competence, affirming style, and credibility.  相似文献   

Learner agency and the curriculum: a critical realist perspective     

Yana Manyukhina  Dominic Wyse 《Curriculum Journal》2013,24(3):223-243

Abstract

Agency, understood as the capacity to act independently and to make one’s own choices, is considered central to children’s development. Thus, education, and hence education curricula, have a role in the development of learner agency. While curriculum development is a key focus for educational theory, research, policy, and classroom practice, the potential implications of curriculum content selections for learner agency remain underexplored. Theoretically, this paper engages with critical realism, explaining how it can provide theoretical foundation for a more comprehensive view of learner agency and, by implication, more balanced curricula. Empirically, the paper draws on the findings from a content analysis of the national curriculum documents of four countries with relatively high scores in international comparative tables, England, Australia, Hong-Kong, and Canada, to develop a new typology of primary curricula. Based on the extent of emphasis placed on knowledge versus skills, values, and attitudes, three types of curricula were identified: knowledge-based, skills-oriented, and learner-centred. Due to its significant theoretical and practical influence globally, we focus on the knowledge-based model and its likely impact on students’ agency. We conclude by highlighting the importance of making learner agency a key orientation of the curriculum and suggesting directions for future research.  相似文献   

Development of Intra‐ and Intergroup Judgments in the Context of Moral and Social‐Conventional Norms     

Melanie Killen  Adam Rutland  Dominic Abrams  Kelly Lynn Mulvey  Aline Hitti 《Child development》2013,84(3):1063-1080

Children and adolescents evaluated group inclusion and exclusion in the context of generic and group‐specific norms involving morality and social conventions. Participants (N = 381), aged 9.5 and 13.5 years, judged an in‐group member's decision to deviate from the norms of the group, whom to include, and whether their personal preference was the same as what they expected a group should do. Deviating from in‐group moral norms about unequal allocation of resources was viewed more positively than deviating from conventional norms about nontraditional dress codes. With age, participants gave priority to group‐specific norms and differentiated what the group should do from their own preference about the group's decision, revealing a developmental picture about children's complex understanding of group dynamics and group norms.  相似文献   

Partners in creativity: action research and creative partnerships     

Dominic Wyse 《Education 3-13》2013,41(2):181-191

The Government's recent Creative Partnerships initiative in England represents part of the resurgence of interest in creativity which was stimulated by the NACCCE's 1999 National Advisory Committee on Creative and Cultural Education. 1999. All our futures: creativity, culture and education, Suffolk: DfEE Publications.  [Google Scholar] All our futures report. However, many questions remain about the impact and processes of creative partnerships. The field of creativity research has been dominated by two key questions: how should creativity be defined and is it possible to teach creativity? Much has been written which attempts to shed light on the answers to these questions so it is important that creative partnerships' work is understood in the context of what it already known from research and theory. A welcome aspect of Creative Partnerships is the desire to ensure an evidence base to support the creative work happening in schools. Frequently this evidence base has been built in part by using action research methodology which has a strong track record in the context of practitioner research. This paper reports on work done with Creative Partnerships which involved the use of an action research framework to support creative work. It is concluded that there are potential problems with assuming that creativity will be enhanced by approaches such as multiple intelligence without careful thought about the way in which creativity is defined. It is also shown that action research does have the potential to enhance creative work but that one of the most important aspects of this is the relationships that are built between mentors and teachers.  相似文献   

Relaxing into Psychiatry     

Dominic Murphy 《Metascience》2009,18(2):335-338

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Longer-term effects of minimalist shoes on running performance,strength and bone density: A 20-week follow-up study*     

Joel T. Fuller  Dominic Thewlis  Margarita D. Tsiros  Nicholas A. T. Brown  Joseph Hamill  Jonathan D. Buckley 《European Journal of Sport Science》2019,19(3):402-412

This study investigated whether male runners improve running performance, running economy, ankle plantar flexor strength, and alter running biomechanics and lower limb bone mineral density when gradually transitioning to using minimalist shoes for 100% of weekly running. The study was a planned follow-up of runners (n?=?50) who transitioned to minimalist or conventional shoes for 35% of weekly structured training in a previous 6-week randomised controlled trial. In that trial, running performance and economy improved more with minimalist shoes than conventional shoes. Runners in each group were instructed to continue running in their allocated shoe during their own preferred training programme for a further 20 weeks while increasing allocated shoe use to 100% of weekly training. At the 20-week follow-up, minimalist shoes did not affect performance (effect size: 0.19; p?=?0.218), running economy (effect size: ≤?0.24; p?≥?0.388), stride rate or length (effect size: ≤?0.12; p?≥?0.550), foot strike (effect size: ≤?0.25; p?≥?0.366), or bone mineral density (effect size: ≤?0.40; p?≥?0.319). Minimalist shoes increased plantar flexor strength more than conventional shoes when runners trained with greater mean weekly training distances (shoe*distance interaction: p?=?0.036). After greater improvements with minimalist shoes during the initial six weeks of a structured training programme, increasing minimalist shoe use from 35% to 100% over 20 weeks, when runners use their own preferred training programme, did not further improve performance, running economy or alter running biomechanics and lower limb bone mineral density. Minimalist shoes improved plantar flexor strength more than conventional shoes in runners with greater weekly training distances.  相似文献