‘An essential right’: reflections on evaluating a professional development program for tutors     

Vanessa Fredericks  Agnes Bosanquet 《International Journal for Academic Development》2017,22(1):84-89

Abstract

While there is a growing body of research on sessional staff experiences, there are few published accounts evaluating their professional development. This paper reflects on an evaluation of a university-wide professional development program for tutors at an Australian university. A combination of complementary approaches were used to inform the development of the evaluation, namely: Participatory Action Research, monitoring, evaluation, research and improvement, and Participatory Evaluation. Findings of the evaluation reveal valuable lessons for the academic development of sessional teaching staff.  相似文献   

Celebrate Birth!—Amazing Grace: Remembering Pregnancy and Birth     

Bonnie Agnes Sturm 《The Journal of perinatal education》2021,30(1):6

Our daughter and son were born at the Maternity Center in NYC in 1986 and 1989, respectively. I am grateful to the exceptional care and freedom the nurse midwives were able to provide to our family. What follows is the expression of that deeply personal and profound experience, which will hopefully remind and inspire women of the truly individual and extraordinary gift of birth.  相似文献   

Meta‐analyses from a collaborative project in mobile lifelong learning     

Marco Arrigo  Agnes Kukulska‐Hulme  Inmaculada Arnedillo‐Sánchez  Gábor Kismihok 《British Educational Research Journal》2013,39(2):222-247

This paper focuses on the use of mobile technologies in relation to the aims of the European Union's Lifelong Learning programme. First, we explain the background to the notion of mobile lifelong learning. We then present a methodological framework to analyse and identify good practices in mobile lifelong learning, based on the outcomes of the MOTILL project (‘Mobile Technologies in Lifelong Learning: Best Practices’). In particular, we give an account of the methodology adopted to carry out meta‐analyses of published literature and accounts of mobile learning experiences. Furthermore, we present the results of an implementation of our Evaluation Grid and the implications arising from it in terms of management, pedagogy, policies and ethical issues. Finally, we discuss lessons learnt and future work.  相似文献   

The potential of information and communication technologies in collecting,preserving and disseminating indigenous knowledge in Africa     

Agnes Chikonzo 《International Information and Library Review》2013,45(3):132-138

Abstract

This paper first gives an outline of the importance of African indigenous knowledge. After that it gives the definition of information and communication technologies (ICTs) and indigenous knowledge (IK). It then goes on to highlight examples in which information communication technologies have been used to preserve IK successfully. The paper further lists projects which are still underway, in which information communication technologies are being harnessed in the collection and preservation of the IK. Lastly the paper looks at the challenges faced by African countries in harnessing information communication technologies in preserving IK and gives recommendations on the way forward.  相似文献   

The effect of ball impact location on racket and forearm joint angle changes for one-handed tennis backhand groundstrokes     

Mark King  Agnes Hau  Glen Blenkinsop 《Journal of sports sciences》2017,35(13):1231-1238

Recreational tennis players tend to have higher incidence of tennis elbow, and this has been hypothesised to be related to one-handed backhand technique and off-centre ball impacts on the racket face. This study aimed to investigate for a range of participants the effect of off-longitudinal axis and off-lateral axis ball–racket impact locations on racket and forearm joint angle changes immediately following impact in one-handed tennis backhand groundstrokes. Three-dimensional racket and wrist angular kinematic data were recorded for 14 university tennis players each performing 30 “flat” one-handed backhand groundstrokes. Off-longitudinal axis ball–racket impact locations explained over 70% of the variation in racket rotation about the longitudinal axis and wrist flexion/extension angles during the 30 ms immediately following impact. Off-lateral axis ball–racket impact locations had a less clear cut influence on racket and forearm rotations. Specifically off-longitudinal impacts below the longitudinal axis forced the wrist into flexion for all participants with there being between 11° and 32° of forced wrist flexion for an off-longitudinal axis impact that was 1 ball diameter away from the midline. This study has confirmed that off-longitudinal impacts below the longitudinal axis contribute to forced wrist flexion and eccentric stretch of the wrist extensors and there can be large differences in the amount of forced wrist flexion from individual to individual and between strokes with different impact locations.  相似文献   

School competition and pupil flight in the urban periphery     

Sylvain Broccolichi  Agnes Van Zanten 《教育政策杂志》2013,28(1):51-60

In France, the existence of competition among schools and pupil flight from local public schools is not easily acknowledged because it calls into question established ideals concerning equality of opportunity and social integration through schooling. However, research on schools on the urban periphery shows that these phenomena are now quite common and reveal important changes in the functioning of schools and in perspectives and actual choices of parents. Faced with pupil flight to more prestigious public or private schools, local collèges create ‘good classes’, reinforce security and discipline and try to strengthen links with feeder schools to improve their image among parents. Parents, however, who are in search of guarantees of the existance of a good leaning environnement, have major doubts about the relevant criteria to judge school quality. Moreover, they differ strongly not only in the will to choose but in the ability to do so. The end result of these transformations in attitudes and behaviors is an increase in school segregation that can only be limited if important measures are taken to homogenize public school provision.  相似文献   

The Impact of Digital Resource and Service Use on Urban Residents in New England Public Libraries—A Survey Report     

Yan Quan Liu PhD  Agnes Wnuk 《Public Library Quarterly》2013,32(1):4-23

Today, access to digital information is essential to patrons using public libraries, whether they have contact with computers at home, work or school or whether the public library is their only contact. In order to evaluate and ultimately enhance public library digital resources and services, it is critical for administrators, librarians and digital information architects to recognize the impact their current digital offerings have on users. This study utilizes a survey to gauge the perceptions of patrons who use digital resources and services in six urban New England public libraries as part of ongoing research into digital information access in public libraries in the United States from the perspective of users.  相似文献   

The Relationship between the Learning of English and the Learning of a Second Language in Pre-Schoolers     

Agnes Chang Shook-Cheong 《Asia Pacific Journal of Education》1994,14(1):80-91

Educators and parents are concerned with the optimal age of introducing a second language to children. This study attempted to find out whether young pre-school children are able to handle two languages competently. Children between the ages of 31/2 and 6 were assessed on a number of language tasks in both English and the mother tongue. Results show that young children found difficulty in learning two languages simultaneously, but the degree of difficulty varied according to the types of second language and the extent of exposures to the two languages in question.  相似文献   

The voice in speaking and singing     

Agnes C. Loughlin 《Quarterly Journal of Speech》2013,99(2):11-27

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Teacher candidates' transformative thinking on issues of social justice   总被引：1，自引：0，他引：1  

Rona Frederick  Agnes CaveKathleen C. Perencevich 《Teaching and Teacher Education》2010

This article examined how teacher candidates' thoughts shifted regarding social inequity in a sophomore-level Foundations of Education course located in the mid-Atlantic region of the United States. First, we described in detail the teacher education program and course, as well as class simulations, school observations, course readings and class discussions. Then, we examined the narratives of our teacher candidates' transformation. We found that the afore-mentioned experiences successfully supported transformative thinking regarding social justice. By the end of the course, many teacher candidates began to take ownership over their learning and started viewing themselves as responsible change agents. They began to examine education as embedded in larger social contexts, scrutinized their own schooling experiences and stepped outside of their own conceptions of education to initiate discussions of social justice.  相似文献