International perspectives on contexts,communities and evaluated practices. Family–school–community partnerships     

Gill Crozier 《教育政策杂志》2014,29(2):280-282

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To Hope or to Know: Coping with Uncertainty and Ambivalence in Women's Magazine Breast Cancer Articles     

Elizabeth A. Gill  Austin S. Babrow 《Journal of Applied Communication Research》2013,41(2):133-155

Breast cancer is one of the most feared diseases in contemporary Western society. Popular women's magazines are important sources of information about and orientation to the disease. The current study applies problematic integration theory in an interpretive analysis of all breast cancer articles appearing in five top-circulating women's magazines between 1997 and 2002. In so doing, the study illuminates two major challenges (uncertainty and ambivalence) and several imperfect approaches to coping constructed in this discourse (simplification, information-seeking/provision, affect management, trusting intuition, sustaining hope, and metaphoric reframing). These results have several clear and important practical implications and highlight a major and largely untried direction for future research.  相似文献   

Student empowerment in an english language enrichment programme: an action research project in Hong Kong     

Gill Plummer  Kerry Newman  Richard Winter 《Educational Action Research》2013,21(2):305-314

This paper describes how students are empowered in an action research project. The author argues that, given the opportunity, students are willing and have the ability to exercise their power to control their learning. In addition, the author contends that the more power students have in deciding what and how to learn, the harder they will work, the stronger their learning motivation will be, and the more they will gain in their learning. The experience gained in this project pointed to three important components of student empowerment efforts, i.e. empowerment through involvement, empowerment through partnership and empowerment through action research.  相似文献   

How accurate are examiners’ holistic judgements of script quality?     

Tim Gill  Tom Bramley 《Assessment in Education: Principles, Policy & Practice》2013,20(3):308-324

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A Helping Relationship Experience in Teacher Education,     

Newell T. Gill  Roy King  Ron G. Wilburn 《Journal of Experimental Education》2013,81(2):24-33

The helping relationship experience was explored as a means of insuring greater rapport with children. A sample of 82 junior and senior education students participated for a minimum of two hours/week for approximately eight weeks. Of this group, some were involved with white children; another group with Negro children and a third group served as control. Groups were pre- and post-tested on selected personality variables felt to be necessary for the establishment of good rapport. A complex analysis of variance design was used in analyzing the data. Females and “liberals” scored significantly higher on the MTAI than males or “traditionalists.” Failure to find other evidence of a significant effect on the experimental groups was attributed to insufficient duration and/or intensity of the treatment.  相似文献   

Quality of Life: Through Movement,Health, and Fitness     

Diane L. Gill 《Quest (Human Kinetics)》2013,65(3)

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Book reviews     

Gill Crozier 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):315-328

Whilst there is now clearly an expectation upon parents to become more involved in schools and to take a greater part in their children's education, there is still little attempt to address the constraints upon achieving such aims. These constraints have been shown to include social class factors, gender relations, ethnicity and power relationships. This paper will take the analysis of some of these constraints further and, in particular, will focus on the views of working‐class parents on their relationships with, and role in relation to, their children's secondary school. The paper will explore the reasons for the orientation by working‐class parents which would seem to differ markedly from that of middle‐class parents. It will be shown that working‐class parents are committed to their children achieving educational success, and that they perceive their own role as supportive in a variety of ways. However, their position in relation to schools is to view the school as separate from their everyday social and cultural world and that the parent‐teacher role comprises a division of labour. It will be argued that teachers tend to adopt the same strategies for promoting parental involvement irrespective of class, parental needs, individual circumstances, and so on. Hence, because they take no account of differences, and because their strategies are constructed essentially from a logocentric position, then they serve to reinforce the parents’ perception of teachers as the professional ‘who knows best’: as the powerful knower which thus reinforces working‐class parents’ fatalistic view of schooling and their role as passive. The paper draws on data from a three‐year research project into the parents’ relationship with their children's secondary school. The data set which formed the basis of the analysis presented here comprises interviews with 58 parents from one of the case‐study schools which will be known as Acre Lane, and 15 of the school's teachers.  相似文献   

Externalizing Problems in Two-Year-Olds: Implications for Patterns of Social Behavior and Peers' Responses to Aggression     

Susan D. Calkins  Kathryn Gill  Amanda Williford 《Early education and development》1999,10(3):267-288

A sample of 48 two-year-old children selected on the basis of parents' responses to two administrations of the Child Behavior Checklist for two to three-year-olds was observed in peer interactions. Twenty-four of these children displayed symptoms of aggressive/destructive (externalizing) problems that were in the borderline clinical range (labelled “high risk”) and 24 children displayed few such symptoms (“low risk”). The children were observed in matched dyads (one high risk and one low risk child) across four tasks designed to vary in the degree of social participation they would elicit from the children. Across all tasks, children in the high risk group displayed significantly and consistently more aggressive behavior than the children in the low risk group. However, these high risk children did not differ from other children in terms of several indices of social and nonsocial play. In addition, when children were classified as high aggressive versus average versus low aggressive on the basis of laboratory behavior, children who displayed high amounts of aggression during the play sessions did not differ from less aggressive children on these indices of social play. Finally, the responses of non-aggressive dyad partners to aggressive acts indicated that children are responsive, in relatively subtle ways, to aggression. These results are discussed in terms of the implications of early problematic behavior for later indices of maladjustment that include social competence and peer rejection.  相似文献   

Changes in mechanical properties of sprinting during repeated sprint in elite rugby sevens athletes     

Pedro Jiménez-Reyes  Matt Cross  Alex Ross  Pierre Samozino  Matt Brughelli  Nicholas Gill 《European Journal of Sport Science》2019,19(5):585-594

This study aimed to analyse fatigue-induced changes in mechanical sprinting properties during a specific repeated-sprint test in elite rugby sevens athletes. Twenty elite rugby sevens players performed ten 40?m sprints on a 30?s cycle with participant’s running back and forth in a marked lane. Radar was used to assess maximal overground sprint performance over each 40?m. Macroscopic mechanical properties (maximal horizontal force (F₀), maximal horizontal power (P_max), maximal ratio of horizontal force (RF_peak), decrease in the ratio of horizontal-to-total force (D_RF), total force and maximal sprinting velocity (v₀)) were drawn from horizontal force velocity relationships, using a validated method applied to the speed–time data. Fatigue-induced changes were analysed comparing the first sprint to an average of 2^nd-4^th, 5^th-7^th and 8^th-10^th. Repeated-sprint ability (RSA) testing induced substantial changes in the maximal velocity component, with a decrease (–15%) in v₀ (effect size (ES)?=?–2.46 to –4.98), and to a lower extent (–5.9%) in the maximal force component F₀ (ES?=?–0.59). D_RF moderately decreased (14%; ES=–0.76–1.11), and RF_peak largely decreased in the later sprints (ES?=?–0.32 to –1.27). Fatigue observed in this RSA test appeared to have a greater effect on the technical ability to produce horizontal force at high velocities, likely due to an alteration in the ability to maintain horizontally oriented force application when velocity increases rather than during the initial acceleration phase, but also the overall force production capacity. The ability to maintain forward-oriented force at high velocities is of central importance for identifying fatigue and monitoring load.  相似文献   

Macbeth: The Final Frontier!     

Adrian Burke  Gill Ager 《English in Education》1985,19(2):49-54

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