Tangled Roots: The Appalachian Trail and American Environmental Politics Sarah Mittlefehldt. Seattle: University of Washington Press, 2013.          下载免费PDF全文

Brad King 《Journal of American culture (Malden, Mass. : 2003)》2015,38(4):432-433

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Metascience, 1 year later     

K. Brad Wray  Luciano Boschiero 《Metascience》2016,25(1):1-2

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The Impact of Gender,Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD     

Janalee Morris  Tom Buchanan  Janet Arnold  Tracie Czerkawski  Brad Congram 《Learning disabilities research & practice》2023,38(4):296-310

Academic accommodations for students experiencing disabilities are increasingly available at postsecondary institutions. More studies of the efficacy of accommodations for student success are warranted, however. Given the increased gender gap in university participation, more focus on the unique impact of gender is also needed. Using a sample of students registered with Access and Inclusion Services with learning disabilities (LD), attention-deficit/hyperactivity disorder (ADHD), and combined LD/ADHD at a Canadian undergraduate university (N = 661), we explored the impact of gender on academic performance and accommodation usage. Next, we examined how gender intersected with the impact of academic accommodations on academic performance. Women, on average, demonstrated better academic performance. Academic strategies and assistive technologies were not associated with higher academic performance. However, testing accommodations (extended time and environmental accommodations) were positively associated with academic performance for men with LD or ADHD, but not for the combined group LD/ADHD. For the former two, the more tests accommodated, the higher the academic performance. Furthermore, this gender association was most prominent for students experiencing ADHD. Interpretations and policy recommendations related to these findings are presented.  相似文献   

Visual guidance during competition performance and run-through training in long jumping     

Bradshaw EJ  Aisbett B 《Sports biomechanics / International Society of Biomechanics in Sports》2006,5(1):1-14

To ensure precise foot placement on the take-off board, long jumpers visually regulate their stride pattern during their run-up. A relationship between how much visual guidance they use and the horizontal distance they jump has not, however, been quantified. Run-up precision is often practiced using run-throughs, which exclude the take-off and, therefore, the high physical stress of the complete long jump. The validity with which this common training method simulates the long jump approach remains, however, to be verified. Four state-standard long jumpers and two heptathletes completed two sessions, each comprising six runthroughs and six competition long jumps. A 50 Hz video camera was manually panned from an elevated platform to film each trial, to enable subsequent gait characteristic evaluations. Linear regression analyses identified that a longer visual regulation phase, measured in time, distance or number of strides, was a key predictor of long jump distance. The number of strides that were visually regulated during the long jump approach was, accordingly, positively correlated with long jump distance (r = 0.67, p = 0.001). The amount of visual regulation used during run-throughs was, however, less than half (p = 0.001) of that observed during long jump approaches. Our results should compel long jump coaches to supplement run-through training with additional visual guidance exercises, to encourage their athletes to visually regulate more of their long jump approach.  相似文献   

Multicultural Training Resistances: Critical Incidents for Students of Color     

Derek X. Seward 《Counselor Education & Supervision》2019,58(1):33-48

Thirty‐two master’s students of color reported critical incidents of multicultural learning resistances. Qualitative findings suggest that students attributed resistances to limited program diversity and attention to cultural dynamics. Quantitative analyses indicate a racial difference in how students’ perceptions of peers influenced resistances. Recommendations include increasing educator cultural dialogue facilitation skills.  相似文献   

Learning in-the-making: A case study of science and technology projects in a year six classroom     

Dr. Stephen M. Ritchie  Brad Hampson 《Research in Science Education》1996,26(4):391-407

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Investigation of Clinically Significant Change by Severity Level in College Counseling Center Clients     

Brad M. Wolgast  Jill Rader  Deborah Roche  C. Patricia Thompson  F. Christian von Zuben  Allan Goldberg 《Journal of College Counseling》2005,8(2):140-152

The authors investigated the number of sessions necessary for college counseling center clients of different levels of severity of distress at intake to achieve clinically significant change (CS) in therapy. The Outcome Questionnaire‐45 (M. J. Lambert, N. B. Hansen, et al., 1996) was used to categorize 914 clients by severity of distress. Analyses of outcome indicated that clients with less and more severe distress needed 14 and 20 sessions, respectively, for 50% in each group to achieve CS. Implications are discussed.  相似文献   

Teacher adaptation of document-based history curricula: results of the Reading Like a Historian curriculum-use survey     

Brad Fogo  Abby Reisman  Joel Breakstone 《课程研究杂志》2019,51(1):62-83

Although most teachers adapt curriculum, we know little about teachers’ rationales for modifying materials, how these rationales align with actual modifications, nor whether any patterns exist in the modifications that teachers make. This is especially the case in history/social studies, where research on curriculum is scant and research on teacher adaptation of curriculum is virtually non-existent. This paper addresses that gap. We report the results of a large-scale survey on curriculum use with over 1900 history teachers. The online survey focused on how and why teachers use and adapt lesson materials from a free online history curriculum and prompted teachers to upload examples of curriculum materials they had modified. We found that individual differences among teachers correlated with particular types of modifications. Moreover, we found that teachers were motivated to modify materials to address their students’ needs, and that their modifications rarely affected the core structure – or theory of content – of the lessons. We argue that such alignment between teachers and curricular materials represents an example of curricular fit. We discuss what curricular design features may have contributed to the high level of curricular fit among users as well as the implications of this construct for curriculum implementation efforts across subject areas.  相似文献   

Putting “the system” into a school autonomy reform: the case of the Independent Public Schools program     

Brad Gobby 《Discourse: Studies in the Cultural Politics of Education》2016,37(1):16-29

The Australian Federal and state governments have been introducing neoliberal reforms to the governance of their education systems for a number of decades. One of the most recent programs of reform is the Western Australian Independent Public Schools (IPS) initiative. Similar to decentralizing reforms around the world, the IPS program seeks greater school autonomy from the state education bureaucracy by providing selected principals and school communities with a range of responsibilities. This paper seeks to better understand the kind of post-welfare form of government IPS enacts. Using concepts from the governmentality literature, this paper analyses documents related to the program, and interview data collected from key government officials responsible for the initiative. It finds that while IPS renders operable a neoliberal critique of the public sector by implementing the processes of contractualization, it also diverges from the ideal schema of neoliberalism. Analysis reveals that a number of strategic, pragmatic and political concerns have resulted in what some may view as a contradictory rationality of “the system” being instituted as a key element in this autonomizing reform. The paper calls for attention to the actual operationalizing of neoliberal reform projects to gain a nuanced understanding of modern regimes of rule.  相似文献   

Schools in China and Canada     

Brad Franklin 《英语沙龙》2011,(12):35-35

编者按：Brad曾来中国做过几年“教书匠”。对中国的教育现状有一定了解。那么,在这位“加拿大老外”的眼中。两国的学校究竟有何异同？能分出高下吗？  相似文献