Empire’s Tracks: Indigenous Nations,Chinese Workers,and the Transcontinental Railroad     

Lindsay Schakenbach Regele 《Journal of Cultural Economy》2020,13(2):250-252

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A Vision for English: Rethinking the Revised National Curriculum in the Light of Contemporary Critical Theory     

John Williamson  Clare Woodall 《English in Education》1996,30(3):4-13

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Faculty Members Who Teach Online: A Phenomenographic Typology of Open Access Experiences     

A.M. Salaz  Nicole Johnston  Clare Pickles 《The Journal of Academic Librarianship》2018,44(1):125-132

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Contemporary families; translating research into practice     

Clare Middleton 《Educational Psychology in Practice》2017,33(3):337-338

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Translation across multiple boundaries     

Clare Rigg 《Action Learning: Research and Practice》2017,14(2)

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Screening for risk of low energy availability in athletic and recreationally active females in Ireland     

Danielle M. Logue  Sharon M. Madigan  Mirjam Heinen  Sarah-Jane McDonnell  Eamonn Delahunt  Clare A. Corish 《European Journal of Sport Science》2019,19(1):112-122

ABSTRACT

Introduction: Low energy availability (LEA) results in physiological adaptations, which can contribute to unfavourable health outcomes. Little information exists on risk of LEA in active individuals competing in different sports or levels of competition. The aims of this study were to (1) identify risk of LEA in females competing at different levels of competition and (2) investigate associations between risk of LEA, illness and dietary habits. Methods: The validated questionnaire, ‘Low Energy Availability in Females Questionnaire’ was distributed online (November 2016–February 2017) to assess risk of LEA. Twenty-nine additional questions collected information on demographics, illness history and dietary habits. Participants were considered at risk of LEA if they attained a score of?≥?8 and were grouped into: (i) international; (ii) provincial/inter-county; (iii) competitive; and (iv) recreationally active. Chi-square and logistic regression analyses were used to explore differences between those at risk or not at risk of LEA. Results: Risk of LEA was identified in 40% (n?=?331) of 833 participants and was 1.7 and 1.8 times more likely in international and provincial/inter-county athletes compared to those who were recreationally active (International: odds ratios (OR) 1.68, 95% confidence intervals (95%CI) 1.12–2.54; Provincial/inter-county: OR 1.83, 95%CI 1.20–2.77). In participants at risk of LEA, missing >22 days of training during the previous year due to illness occurred 3 times more frequently (OR 3.01, 95%CI 1.81–5.02). Conclusion: Risk of LEA was widespread in this heterogeneous sample. Awareness of LEA and the development of appropriate energy management strategies to ensure athlete health across levels of competition are required.  相似文献   

Mistrust,secrecy and suspicion     

Clare Rigg 《Action Learning: Research and Practice》2015,12(3):259-260

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Action learning and action research – revisiting similarities,differences, complementarities and whether it matters     

Clare Rigg  David Coghlan 《Action Learning: Research and Practice》2016,13(3):201-203

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Assessment in special schools: national early assessment procedures and pupils attending special schools in England     

Ann Lewis  Geoff Lindsay  Emma Phillips 《欧洲特需教育杂志》2013,28(2):141-153

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.  相似文献   

Technical Skills Required: How Technological Efficacy Influences Online Political Behavior     

Lindsay H. Hoffman  Amanda L. Schechter 《广播与电子媒介杂志》2016,60(3):484-502

Rapid advances in technology have provided the potential to connect citizens to their surroundings in unprecedented ways. While many scholars examine different types of efficacy as a predictor of behavior (e.g., internal, external, and political), it is essential to examine how confident citizens feel in their ability to use the technology before understanding how they will use it politically. Research shows that perceived competence increases motivation, which is correlated with behavior. This study examined how traditional measures of efficacy and a new measure affect online political behaviors, concluding that technological efficacy is a reliable construct predicting online news use and expression.  相似文献