Socially constructed environmental issues and sport: A content analysis of Ski Resort Environmental Communications     

Sam Spector  Chris Chard  Cheryl Mallen  Craig Hyatt 《Sport Management Review》2012,15(4):416-433

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The future of natural selection knowledge measurement: A reply to Anderson et al. (2010)     

Ross H. Nehm  Irvin Sam Schonfeld 《科学教学研究杂志》2010,47(3):358-362

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Book reviews     

Sam Hicken 《Educational technology research and development : ETR & D》1989,37(4):78-80

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Socialization experiences and coping strategies of adults raised using spoken language     

Bain L  Scott S  Steinberg AG 《Journal of deaf studies and deaf education》2004,9(1):120-128

This investigation concerned the socialization experiences and coping strategies of a group of 28 deaf adults who were raised using spoken language. Most respondents reported some level of social isolation because of (1) limitations in communication with hearing peers; (2) missing information in social, academic, and work settings; and (3) a sense of being "different." Most participants also reported strategies used to reduce isolation and mitigate the social difficulties associated with their hearing loss.  相似文献   

An exploratory study on collaborative modes of professional development and learning for teachers of students with autism spectrum disorder (ASD)          下载免费PDF全文

Fuk Chuen Ho  Cici Sze‐Ching Lam  Sam Ka‐lam Sam  Michael Arthur‐Kelly 《Support for Learning》2018,33(2):142-164

This study aims to deliver a school‐based mode of training for in‐service teachers of students with ASD in Hong Kong. The training is delivered following the phases of implementation science, namely, exploration, installation, and implementation. The project team used the theory of mind approach, which enables teachers to engage with students with ASD and to focus on recognizing and reacting to emotions. Participants in this study included four educators from a teacher education institution, three expert teachers, and 19 in‐service teacher trainees. The most salient responses came from trainees who were provided with the opportunity to apply learned skills in their own classrooms immediately and to share the knowledge and skills in dealing with students with ASD in the post‐conference meetings.  相似文献   

Physical Space and the Resource-Based View of the College     

Sam J. Fugazzotto 《Innovative Higher Education》2010,35(4):245-259

Space serves as a key resource for colleges and universities, and institutions exchange information about it with each other and with prospective students. Using content analysis to examine several widely circulated publications, this study looked for differences in the value attributed to space when institutional leaders present it to students and to other institutions. More broadly, I hope to suggest how differences in the presentation of space could indicate divergent priorities that can damage institutional trustworthiness.  相似文献   

Match running performance and skill execution improves with age but not the number of disposals in young Australian footballers     

Paul B. Gastin  Christie Tangalos  Lorena Torres  Sam Robertson 《Journal of sports sciences》2017,35(24):2397-2404

This study investigated age-related differences in maturity, physical and functional characteristics and playing performance in youth Australian Football (AF). Young male players (n = 156) were recruited from 12 teams across 6 age groups (U10–U15) of a recreational AF club. All players were tested for body size, maturity and fitness. Player performance was assessed during a match in which disposals (kicks and handballs) and their effectiveness were coded from a video recording and match running performance measured using Global Positioning System. Significant main effects (P < 0.01) for age group were observed for age, years to peak height velocity, body mass, height, 20 m sprint, maximal speed over 20 m, vertical jump, 20 m multistage shuttle run, match distance, high-speed running distance, peak speed, number of effective disposals and percentage of effective disposals. Age-related differences in fitness characteristics (speed, lower body power and endurance) appeared to transfer to match running performance. The frequency in which players disposed of the football did not differ between age groups, however the effectiveness of each disposal (i.e., % effective disposals) improved with age. Match statistics, particularly those that evaluate skill execution outcome (i.e., effectiveness), are useful to assess performance and to track player development over time. Differences between age groups, and probably variability within age groups, are strongly associated with chronological age and maturity.  相似文献   

Two special papers in this issue of Discourse     

Bob Lingard  Martin Mills  Victoria Carrington  Greg Thompson  Sam Sellar 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):303-305

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Technology use and learning characteristics of students in higher education: Do generational differences exist?          下载免费PDF全文

Kwok‐Wing Lai  Kian‐Sam Hong 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):725-738

As digital technologies form an inextricable part of young people's everyday lives, some commentators claim that the current generation of learners think and learn differently from their predecessors. This study investigated the validity of this claim by surveying 799 undergraduate and 81 postgraduate students at a large research‐intensive university in New Zealand to document their use of digital technologies on university and social activities and comparing three age groups of students (under 20, 20–30 and over 30) to see whether there were any differences in their learning characteristics. The findings of the study showed that while students spent a large amount of time on digital technologies, the range of digital technologies they used was rather limited. There were also no practical generational differences in the technology use pattern and learning characteristics found in this study. The results of this study suggest that generation is not a determining factor in students' use of digital technologies for learning nor has generation had a radical impact on learning characteristics of higher education students.  相似文献   

Transparency and Opacity: Levinasian Reflections on Accountability in Australian Schooling     

Sam Sellar 《Educational Philosophy and Theory》2015,47(2):118-132

Abstract

This article draws on the philosophy of Emmanuel Levinas to consider, from an ethical perspective, the current transparency and accountability agenda in Australian schooling. It focuses on the case of the My School website and the argument that transparent publication of comparative performance data via the website provides a basis for making things better in schooling. The article argues that while technologies of accountability may have potential benefits, they cannot provide a basis for this ethical project. Instead, the ethical experience described by Levinas arises from an encounter with opacity in the face-to-face relation with the Other, who is harshly illuminated by the transparency promised through calculation and comparison. Such encounters with opacity hold the potential to disrupt the politics of visibility promoted by transparency agendas and provide an alternative to the growing practice of ‘accountability at a distance’ based on performance data.  相似文献