F2F connection: a community health information needs assessment of Texas families who have children with chronic illnesses and/or disabilities and their care providers.     

Jeffrey T Huber  Jill D Dietrich  Eve Cugini  Shannon Burke 《Journal of the Medical Library Association》2005,93(2):278-281

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Implications for improving access and outcomes for individuals with disabilities in postsecondary distance education     

Weol Soon Kim‐Rupnow  Peter W. Dowrick  Laure S. Burke 《The American journal of distance education》2013,27(1):25-40

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Body composition of female road and track endurance cyclists: Normative values and typical changes     

Eric C. Haakonssen  Martin Barras  Louise M. Burke  David G. Jenkins  David T. Martin 《European Journal of Sport Science》2016,16(6):645-653

The aims of this study were to describe normative values and seasonal variation of body composition in female cyclists comparing female road and track endurance cyclists, and to validate the use of anthropometry to monitor lean mass changes. Anthropometric profiles (seven site skinfolds) were measured over 16 years from 126 female cyclists. Lean mass index (LMI) was calculated as body weight?×?skinfolds^?x. The exponent (x) was calculated as the slope of the natural logarithm of body weight and skinfolds. Percentage changes in LMI were compared to lean mass changes measured using dual-energy X-ray absorptiometry (DXA) in a subset of 25 road cyclists. Compared to sub-elite and elite cyclists, world class cyclists were (mean [95% CI]) 1.18?kg [0.46, 1.90] and 0.60?kg [0.05, 1.15] lighter and had skinfolds that were 7.4?mm [3.8, 11.0] and 4.6?mm [1.8, 7.4] lower, respectively. Body weight (0.41?kg [0.04, 0.77]) and skinfolds (4.0?mm [2.1, 6.0]) were higher in the off-season compared to the early-season. World class female road cyclists had lower body weight (6.04?kg [2.73, 9.35]) and skinfolds (11.5?mm [1.1, 21.9]) than track endurance cyclists. LMI (mean exponent 0.15 [0.13, 0.18]) explained 87% of the variance in DXA lean mass. In conclusion, higher performing female cyclists were lighter and leaner than their less successful peers, road cyclists were lighter and leaner than track endurance cyclists, and weight and skinfolds were lowest early in the season. LMI appears to be a reasonably valid tool for monitoring lean mass changes.  相似文献   

Teachers’ technology adoption and practices: lessons learned from the IWB phenomenon     

Matthew Kearney  Sandy Schuck  Peter Aubusson  Paul F. Burke 《Teacher Development》2018,22(4):481-496

The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers’ adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a number of the barriers identified in the early days of adoption and use of this technology, such as professional support and access, still remain for many teachers, thereby impeding effective practices. The research also found that primary school teachers were using the technology in diverse ways, in contrast to secondary teachers who were using the IWB mainly for instructionist, presentational purposes. We conclude by considering various ways of reducing the effect of the identified barriers to support implementation of educational technologies in the classroom, especially the next generation of technologies promoted by governments and systems.  相似文献   

“No,We Should Do It”: Youth Training Youth in Activist Research Methods     

Wright  William Terrell  Hadley  Heidi Lyn  Burke  Kevin J. 《The Urban Review》2020,52(5):970-991

The Urban Review - This article explores a 9-month process of youth research capacity-building, beginning with the training of high school and college aged researchers in qualitative methodologies...  相似文献   

Recovering lost histories of educational design: a case study in contemporary participatory strategies     

Catherine Burke 《牛津教育评论》2016,42(6):721-732

Past practices shape and limit the design imagination of teachers, pupils, parents, governors, and others concerned with designing modern schools. Bringing histories of education to the table in the participatory design process of new school buildings and curricula is necessary. Schools having an extraordinary past have the potential to draw from that prefigurative practice. This paper reports a case study on how the Kees Boeke School in The Netherlands recently has returned to its own history in addressing the needs of its current and future learners in a redesign project. Through addressing the question of how the redesign might reflect a reconnection with the original vision of education espoused by Boeke—learning in relative freedom, with awareness of responsibilities for own and community’s well-being—the school management, architects, teachers, and students took part in a participatory design process. That process and the resulting school design is discussed. From this case study we argue that past adventures in education can inspire current redesign. Past experiences as well as concerns and beliefs about the future are an inevitable influence on initiatives to realise schools for the future, both for schools with experimental and those with traditional histories.  相似文献   

Space modulators and the gat people: Ambiguity reduction and mass communications     

William L. Burke 《广播与电子媒介杂志》2013,57(4):301-308

There are many different ways of looking at mass communications’ basic role. Professor William L. Burke, who teaches broadcasting and film courses at Kansas State University, offers as his thesis that the basic task of communications in general is in reducing ambiguity, and that a labeled space modulator is far better than an unlabeled one in doing this!  相似文献   

Towards a deeper understanding of meaningful use in electronic health records     

Sina Joneidy  Maria Burke 《Health information and libraries journal》2019,36(2):134-152

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The architectures of childhood: children,modern architecture and reconstruction in postwar England     

Catherine Burke 《History of education》2015,44(3):393-395

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Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research     

Sheena Bevitt 《Assessment & Evaluation in Higher Education》2015,40(1):103-119

The impact of innovative assessment on student experience in higher education is a neglected research topic. This represents an important gap in the literature-given debate around the marketisation of higher education, international focus on student satisfaction measurement tools and political calls to put students at the heart of higher education in the UK. This paper reports on qualitative findings from a research project examining the impact of assessment preferences and familiarity on student attainment and experience. It argues that innovation is defined by the student, shaped by diverse assessment experiences and preferences, and therefore its impact is difficult to predict. It proposes that future innovations must explore assessment choice mechanisms which allow students to shape their own assessments. Cultural change and staff development will be required to achieve this. To be accepted, assessment for student experience must be viewed as a complementary layer within a complex multi-perspective model of assessment, which also embraces assessment of learning, assessment for learning and assessment for lifelong learning. Further research is required to build a meta-theory of assessment to enhance the synergies between these alternative approaches and minimise the tensions between them.  相似文献