The politicization of extracurricular life     

Alan Charles Kors 《Academic Questions》1990,3(2):36-40

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Cloister and Forum     

Alan Brown  John Dixon 《English in Education》1968,2(3):28-31

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Foreword     

James A. Farmer Jr.  Alan B. Knox  Helen S. Farmer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(4):385-386

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Science fiction in the classroom     

Alan Myers 《Children‘s Literature in Education》1978,9(4):182-187

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APC — what's in a name?     

Alan SINGLETON 《Learned Publishing》2013,26(1):3-4

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Moving beyond the metaphor of transfer of learning     

Paul Hager  Phil Hodkinson 《British Educational Research Journal》2009,35(4):619-638

This paper argues that much contemporary educational policy makes assumptions about learning that are directly contradicted by the best research and theorising of learning that has occurred over the last decade and more. This worrying mismatch is largely attributable to adherence by policy makers (and other key stakeholders such as employers), to ‘common sense’ notions of learning transfer. In fact, these ‘common sense’ notions of transfer have increasingly been discarded even in the learning transfer literature. However, we go further in arguing that transfer is a totally inappropriate metaphor for thinking about most learning, but especially for vocational learning. Accepting that thought about learning inevitably involves metaphors, we consider the merits and otherwise of various other learning metaphors including participation and construction. We conclude that the conceptual flaws of transfer can be avoided by employing alternative metaphors. The value of our recommended alternative is illustrated by its power to illuminate data on learning collected from various research projects.  相似文献   

Civil liberties,the constitution,and cigars: Anti‐smoking conspiracy logic in cigar aficionado, 1992–2001     

Alan D. Desantis  Susan E. Morgan 《Communication Studies》2013,64(2):319-339

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Library Data: Empowering Practice and Persuasion,Orcutt Darby (Ed.), ABC-CLIO/Libraries Unlimited,Santa Barbara,CA (2010), 302 pp. price not reported soft cover,ISBN: 9781591588269     

Robert Alan 《Library Collections, Acquisitions, and Technical Services》2011,35(2-3):92-93

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‘Participatory parity’, young people and policy in Scotland     

Alan Mackie 《教育政策杂志》2013,28(3):386-403

The last three decades have witnessed significant changes in the social and economic context of young people’s lives. There is increasing evidence that for young people growing up in the UK, this is fuelling a disparity between those with resources and those without. What this means in terms of social justice, however, is difficult to discern. In Scotland, promoting greater social justice so that all its citizens are included has been held up as a key vision of successive Scottish administrations since devolution began in 1999. Scotland therefore makes an interesting case for the examination of policy discourses in relation to young people. In order to do this, the paper draws on a theoretical framework of justice developed by Nancy Fraser which is oriented on the norm of participatory parity. Combining this framework with an approach informed by critical discourse analysis, the current policy context in Scotland is examined in order to discern if it contributes to all young people achieving participatory parity and subsequently social justice.  相似文献   

Individual effects on biomechanical variables during landing in tennis shoes with varying midsole density     

Alan Hreljac 《Journal of sports sciences》2013,31(6):531-537

The aim of this study was to determine whether individuals responded uniquely to three different pairs of tennis shoes that differed only in midsole hardness. Kinematic and kinetic data were collected while the subjects (n = 3) performed a stereotyped lateral movement wearing each of the three pairs of tennis shoes. The results were analysed statistically for each subject separately. Variables were identified as discriminators between shoes for individual subjects based upon the results of separate discriminant analyses. After these analyses, a multivariate analysis of variance (MANOVA) was used for each subject to determine whether the discriminator variables differed significantly between shoes. A scoring system was devised that used the results of the MANOVA to assign scores to shoes for each variable. Cumulative scores for shoes (for each subject) were compared to determine which shoe was best for a subject. The results indicated that each subject responded uniquely to the shoes, and each demonstrated a preference for a particular pair of shoes. A need for single-subject designs exists when evaluating variations in athletic shoes.  相似文献