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Sharon ABBEY Bev BAILEY Jane Dubrick Kathleen Moore Joyce Nyhof-YOUNG Erminia Pedretti Ron Saranchuk 《International journal of qualitative studies in education》2013,26(1):101-102
Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations. 相似文献
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NOAH SHACHTMAN 《科技新时代》2006,(6):54-61
在经过了数十年的时间和无数次的失败，耗费了数以亿计的美元之后，今天，激光武器终于被露端倪。它们能让战场上的硝烟和爆炸成为历史吗？[编者按] 相似文献
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LUCY BAILEY 《Gender and education》1996,8(2):171-184
This article analyses the experiences of women teachers in boys' schools by examining a case-study school. It is argued that whilst there had been a large numerical increase in women at the school, partly as the unanticipated consequence of recent government reforms, the degree of 'feminisation' was much smaller. Teaching style and negative pupils' reactions, undermining by colleagues, exclusion from staff meetings and sexual harassment emerged as important dimensions of these women's experience. The women were not a homogeneous group, however, and two ideal type groupings emerged which offered different interpretations of their situation, contrasting conceptions of what a feminised school would look like and different strategies for feminising the school. It is argued that for many of the women the women's group played an important role in enabling them to redefine their situation collectively. 相似文献
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The coronal and sagittal plane leg movements of 24 experienced male cyclists were assessed using video analysis while cycling on a Kingcycle windload simulator. The cyclists were grouped into those with a history of injury and an asymptomatic group on the basis of self-reported injury status. The ages, cycling experience, competition distances and competition speeds of the two groups were compared using Student's t-test. No significant differences (P?<0.05) were found for any of these variables. The maximum and minimum shank adduction, shank adduction velocities, knee flexion and ankle dorsiflexion values were also compared using Student's t-test. Significant differences were found at the point of maximum adduction (1.9°; P?=?0.019) and minimum dorsiflexion (4.9°; P?=?0.014). These differences indicated more dorsiflexion and greater abduction on the part of the symptomatic cyclists, supporting previous research that found that cyclists with a history of injury differ from those without a history of injury in the coronal plane leg movement patterns they adopt. Also, the most extreme medial position of the knee relative to the ankle occurred during knee extension. This supports the potential injury mechanism proposed by Francis (1986), which had previously only been examined using coronal plane kinematics. 相似文献
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