The White House Conference on Productivity: a summary of the final report to the president     

Horton FW 《Bulletin of the American Society for Information Science / ASIS》1984,10(6):13-15

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Trans‐Americanity: Subaltern Modernities,Global Coloniality,and the Cultures of Greater Mexico José David Saldívar. Durham,NC: Duke University Press, 2012.     

D. Seth Horton 《Journal of American culture (Malden, Mass. : 2003)》2014,37(1):121-122

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Book reviews     

Peter Horton Dr  Catherine Harris Dr  Karen Walker Dr 《The Australian Educational Researcher》2005,32(1):119-126

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Safe spaces? A social-ecological perspective on student perceptions of safety in the environment of the school canteen     

Paul Horton  Camilla Forsberg 《Educational research; a review for teachers and all concerned with progress in education》2020,62(1):95-110

ABSTRACT

Background Research suggests that negative peer interactions that compromise student safety and wellbeing often occur in spaces at school that are not easily visible, not adequately monitored, overcrowded and/or relatively unstructured. In a large online survey conducted in Swedish schools by the anti-bullying organisation, Friends, a small proportion of students indicated that they felt unsafe in the school canteen and responded to a question about why they felt unsafe there. As the canteen is often reported to be a space where negative peer interactions, such as harassment, bullying and other forms of school violence, occur, but little is known about why negative peer interactions occur there, we were particularly interested in exploring why some students perceived their school canteen to be an unsafe space.

Purpose Taking a social-ecological perspective, our aim was to investigate why students reported feeling unsafe in the environment of the school canteen.

Method In order to investigate this question, we analysed 1,547 responses from students in Swedish schools in grades 3–6 (ages 9–12). The responses were from the anti-bullying organisation Friends’ online questionnaires from 2011 to 2016. In the responses, students who indicated that they felt unsafe in the school canteen explained why they felt this way. Data were analysed qualitatively, using a six-step thematic approach.

Findings The analysis identified four key themes: Space constraints, Time restrictions, The risk of social blunders and The negative actions of others. We discuss the findings in terms of the macrosystem, exosystem, mesosystem and microsystem.

Conclusions In matters of student safety and wellbeing, we argue that it is not only important to consider the social context, but also how that context is interconnected with environmental and structural elements.  相似文献   

Optimizing Learning of Scientific Category Knowledge in the Classroom: The Case of Plant Identification     

Bruce K. Kirchoff  Peter F. Delaney  Meg Horton  Rebecca Dellinger-Johnston 《CBE life sciences education》2014,13(3):425-436

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Developmental trends in eating rates of normal and overweight preschool children.     

R S Drabman  G D Cordua  D Hammer  G J Jarvie  W Horton 《Child development》1979,50(1):211-216

Eating rates (bites per interval) and other meal behaviors (number of chews, sips, talks with a neighbor, and chews per bite) were observed for 30 normal and 30 overweight white preschool children in their school cafeterias. Children were classified according to weight (overweight or normal), age (1 1/2--2 years, 3--4 years, or 5--6 years) and sex. Analysis of variance revealed that overweight preschool children demonstrated a somewhat higher rate of distinctly fewer chews per bite. Boys showed increasing chew rates with increasing age. Talk rates also increased with age but were unrelated to sex or weight status. Sip rates were not significantly associated with age, sex, or weight status. These results support the hypothesis that overweight persons are characterized by an increased eating rate and show that it is apparent even around the time of first self-feeding.  相似文献   

A content analysis of research published in the Journal of Research in Science Teaching from 1985 through 1989     

Phillip B. Horton  Andrew A. McConney  Amanda L. Woods  Kevin Barry  Homer L. Krout  Barbara K. Doyle 《科学教学研究杂志》1993,30(8):857-869

To determine if actual practice was consistent with commonly recommended research methods and procedures, this study examined 130 studies reported over a 5-year period in three volumes of the Journal of Research in Science Teaching (JRST). The results were consistent with similar previous analyses (Shaver & Norton, 1980a, 1980b; Wallen & Fraenkel, 1988a) and indicate that appropriate generalizations beyond the confines of the reported studies may be impossible for most (64%) of the JRST studies surveyed. The findings also show that replication studies, which could be employed to offset deficiencies in generalizability, were not commonly encountered (3%) in these 130 reports. In addition, the study results indicate that many researchers (48%) do not properly restrict their conclusions based on the limits imposed by the accessible populations and samples used; nor do they typically provide possible alternative explanations for the outcomes obtained (76%). These findings prompt the following recommendations: 1. A greater awareness and use of replication as a check on generalizability should be encouraged by the science education community. 2. Clearly defined populations (target and accessible) and fully described samples warrant increased attention as report components from authors, reviewers, and editorial board members of JRST. 3. In light of the difficulties inherent in effecting random selection in educational settings, a greater emphasis should be placed on recognizing the limits that the underlying assumptions of inferential statistics place on research conclusions. The results of this study indicate that the methodological quality of published science education research should remain a concern for both practitioners and readers.  相似文献   

The effectiveness of textbook adaptations in life science for high school students with learning disabilities     

D Bergerud  T C Lovitt  S Horton 《Journal of learning disabilities》1988,21(2):70-76

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A review of primary and secondary influences on sport expertise     

Joseph Baker  Sean Horton 《High Ability Studies》2004,15(2):211-228

Sport scientists have examined numerous factors influencing the acquisition and manifestation of high levels of performance. These factors can be divided into variables having a primary influence on expertise and variables that have a secondary influence through their interaction with other variables. Primary influences on expertise include genetic, training, and psychological factors while secondary influences include socio‐cultural and contextual elements. This paper reviews the factors affecting the development of expert performance in sport and suggests directions for future research.  相似文献   

信息素养和终身学习领域的图书馆员和其他信息专业人员的职业和专业发展机会与挑战   总被引：3，自引：0，他引：3  

邱晓琳 《图书情报知识》2009,(1)

在今天和明天的培训班上,大家会反复地听到"信息素养和终身学习".我很荣幸作为联合国教科文组织信息素养项目的推广者,今年已在全世界所有的地区主办了11个培训班,其中6个已经完成.在这6个培训班上,专家和学员充分强调和讨论了该项目带来的职业和专业发展机会与挑战.今天,我愿意与大家分享这些成果.  相似文献