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Understanding the Information Needs of Academic Scholars in Agricultural and Biological Sciences 总被引:4,自引:0,他引:4
This study investigates the information needs of faculty and graduate students in agricultural and biological sciences. Qualitative research methods, interviews and focus groups, were used to examine what types of information these scholars need for their research, teaching and learning, how they seek that information, and perceptions. The implications for library service are discussed. 相似文献
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Joseph J. Murphy Marie H. Murphy Ciaran MacDonncha Niamh Murphy Alan M. Nevill Catherine B. Woods 《Measurement in physical education and exercise science》2017,21(3):134-141
The purpose of this study was to compare the validity and reliability of three short physical activity self-report instruments to determine their potential for use with university student populations. The participants (N = 155; 44.5% male; 22.9 ± 5.13 years) wore an accelerometer for 9 consecutive days and completed a single-item measure, the a brief two item measure and the International Physical Activity Questionnaire—Short Form questionnaires on day 1 and 9. Correlations between self-reported and accelerometer derived moderate-to-vigorous physical activity levels were moderate for the International Physical Activity Questionnaire—Short Form, while poor for the single-item measure and the a brief two item measure. The agreement level was high with the International Physical Activity Questionnaire—Short Form (77.4%) and moderate for both the single-item measure (45.2 %) and a brief two item measure (44.5 %). The intraclass correlations between the two administrations were moderate to strong across all measures (0.52–0.70) in 133 participants. The International Physical Activity Questionnaire—Short Form is the most suitable of these three self-report instruments for use with this population due to higher correlations and levels of agreement with accelerometry. 相似文献
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Qingli Lei Rose A. Mason Yan Ping Xin John L. Davis Marie David Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217
This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects. 相似文献
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In this paper we question the rationality of ‘no-touch policies’ and offer an alternative approach to the matter of physical contact between teachers and students in the context of physical education (PE) in schools. Earlier research has drawn attention to how a discourse of child protection is starting to affect how physical contact is viewed in PE practice. The avoidance of intergenerational touch is increasingly justified by referring to the children's rights agenda. Here, arguments for ‘no-touching’ are linked to children's right to be protected from harm. In the paper we explore a children's rights-based viewpoint that supports the use of and need for physical contact in PE teaching by developing theoretical and practice-based arguments. An alternative children's rights perspective, based on rights theorising, is used to formulate the theoretical argument. Interviews with 16 PE teachers about their experiences of physical contact in their pedagogical work form the practice-based arguments. The two arguments provide a way of looking at intergenerational touch in education from the vantage point of children's human right to develop to their full potential, which can support a need for physical touch in pedagogical situations. 相似文献
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This paper presents a comparative research study as a model for assessing undergraduate education. This evaluation model used
Factor Analysis to create scales, tested the reliability of these scales, and used Analysis of Variance to compare the primary
institution with five types of comparable institutions. The value of this statistical/methodological evaluation model was
shown. Results are based on Class of l998survey responses from 244 graduating seniors at the primary institution and 1481
students at 39peer institutions. Comparative analyses identified business courses, faculty, career preparation and impact
on students’ technological skill as strengths and students’ knowledge of arts and foreign languages and campus social life
as areas for improvement at the primary institution. Recommendations advocated publicising students’ superior satisfaction
with courses, faculty and career preparation; using these results as baseline data for future curriculum evaluation; and continuing
efforts to enhance campus social life.
This revised version was published online in June 2006 with corrections to the Cover Date. 相似文献
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This paper follows on from the authors’ previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. “Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers.” Journal of Black Studies 42 (3): 427–435]. It is based on a re-examination of their findings of Liverpool's Black teachers’ historic institutionalised invisibility [Swann Report. 1985. Education for All. Report of the Committee of the Enquiry into the Education of Children from Ethnic Minority Groups. London: Her Majesty's Stationery Office.] and an interrogation of the situation as revealed by the 2015 data. The article uses as its evidence base, questionnaire responses and data from a sample of interviews with the current 18 Black teachers. Despite the voices of Black teachers being marginalised and even less likely to be heard, it is vital that the pedagogies of Black teachers contribute to a ‘dismantling of binaries and hierarchies that privilege Eurocentric paradigms of teaching’ [Escayg, K. 2010. “Diverse Classrooms, Diverse Teachers: Representing Cultural Diversity in the Teaching Profession and Implications for Pre-Service Admissions.” Canadian Journal for new Scholars in Education 3 (2): 1–8, 4]. 相似文献