Bottom line: Where is the space for education?     

Ron Davidson  Lynette K. Henderson  Greg Knotts  John Swain 《About Campus》2011,16(1):30-32

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Single-sex computer classes: An effective alternative     

Sandra L. Swain  Douglas M. Harvey 《TechTrends》2002,46(6):17-20

Conclusion Considering the technology gender gap that exists today, there can be no doubt that our current educational system is not engaging female students in technology or awakening them to possibilities of the technology industry as a career. Females are not afraid of computers or lack the ability to master computer skills, but they find the computer environment objectionable (http : / / www.aauw.org/2000/ techsavvybd.html). Several factors within the educational system heighten these objections and impede female progression through technology classes. It is these factors that our educational system must address. Single-sex computer classes offer female students the educational advantages of learning in a comfortable, non-threatening classroom environment where they are encouraged to enthusiastically participate in classroom discussions and activities (Kumagi, 1995). In these classes, curriculum may be adjusted to reflect the need females to see computers as productivity tools (Caplice, 1994). As a result of positive experiences gained while attending single-sex computer classes, females are more likely to pursue higher level computer classes. Although it is possible to argue that single-sex computer classes do not mirror the real world females must contend with once outside the classroom, they are, however, effective interim interventions to enable females to lessen the current technology gap (Kumagi, 1995).  相似文献   

Adaptive sliding mode control for a class of MIMO nonlinear systems with uncertainties     

Alireza Nasiri  Sing Kiong Nguang  Akshya Swain 《Journal of The Franklin Institute》2014

This paper proposes an adaptive scheme of designing sliding mode control (SMC) for affine class of multi-input multi-output (MIMO) nonlinear systems with uncertainty in the systems dynamics and control distribution gain. The proposed adaptive SMC does not require any a priori knowledge of the uncertainty bounds and therefore offers significant advantages over the non-adaptive schemes of SMC design. The closed loop stability conditions are derived based on Lyapunov theory. The effectiveness of the proposed approach is demonstrated via simulations considering an example of a two-link robot manipulator and has been found to be satisfactory.  相似文献   

Erratum to: Student voice and engagement: connecting through partnership     

Gray  C.  Swain  J.  Rodway-Dyer  S. 《Tertiary Education and Management》2014,20(3):273-273

Tertiary Education and Management - Gray, C., Swain, J., and Rodway-Dyer, S. (2014). Student voice and engagement: connecting through partnership. Tertiary Education and Management, 20(1), pp....  相似文献   

The Resources and Strategies Boys Use to Establish Status in a Junior School without Competitive Sport   总被引：1，自引：1，他引：1  

Jon Swain 《Discourse: Studies in the Cultural Politics of Education》2002,23(1):91-107

The data in this paper comes from an ethnographically based study of Year 6 (10-11-year-old) boys in an English junior school. It investigates the resources and strategies used and created by the boys to classify themselves, and to construct and perform their masculinity in a tightly regulated school where competitive sport (including playground football) is prohibited for the majority of the school year. The paper considers the relationship between the formal school culture and informal pupil culture, and, in particular, the options open, limited and closed to the boys to construct their masculinities and establish status/prestige within their immediate peer group. One option open was being able to work hard in class without peer reprovement, but despite the limitation of competitive games/sport, the most favoured form of masculine status was still exemplified by embodied forms of athleticism and physicality. The paper also explores another way of gaining status, which was by a form of verbal abuse known as 'cussing': this was a pervasive and prevalent part of school life, and is viewed as another form of competitive, stylised performance.  相似文献   

Predicting sunny skies     

Colleen Swain 《TechTrends》2000,44(2):25-27

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The Validity of Value-added Estimates from Low-Stakes Testing Contexts: The Impact of Change in Test-Taking Motivation and Test Consequences     

Sara J. Finney  Donna L. Sundre  Matthew S. Swain  Laura M. Williams 《Educational Assessment》2016,21(1):60-87

Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence conditions: (a) an aggregate of test scores is used solely for institutional effectiveness purposes, (b) personal test score is reported to the student, or (c) personal test score is reported to faculty. Value-added estimates, operationalized as change in performance between two testing occasions for the same individuals where educational programming was experienced between testing occasions, were examined across conditions, in addition to the effects of test-taking motivation. Test consequences did not impact value-added estimates. Change in test-taking motivation, however, had a substantial effect on value-added estimates. In short, value-added estimates were attenuated due to decreased motivation from pretest to posttest.  相似文献   

Seizing the Moment: Reflections on Play Opportunities for Disabled Children in the Early Years     

Alison Bishop  John Swain  & Hazel Bines 《British Journal of Educational Studies》1999,47(2):170-183

Current policy in relation to special needs prioritises early intervention and inclusive education, at least as 'good intentions' This article argues for a paradigmatic shift away from individualist models of learning and disability. The social context of play is emphasised as the crucial arena for realising such good intentions, as long as it is geared to responding to, and developing, the self-determination, control, and identity of young disabled children becoming disabled adults in a disabling society.  相似文献   

Manchester and the Emergence of an Association Football Culture, 1840–1880: An Alternative Viewpoint     

Peter Swain  Robert Lewis 《国际体育史杂志》2013,30(9):1160-1180

This paper provides a critique of the article by Gary James and Dave Day on ‘The Emergence of an Association Football Culture in Manchester, 1840–1884', published in Sport in History. We suggest an alternative interpretation of Manchester's football history during this period, arguing that Association football was a minor form of football in a city largely dominated by the rugby code. Furthermore, by employing an artificial construct of Manchester the authors have produced the wrong answer to the wrong question. Rather than trying to prove that Manchester developed an important Association football culture, we suggest they ought to have addressed the question of why such a culture did not exist. The contribution to the development of Association football of three isolated ‘transitory’ clubs in a city as large as Manchester is certainly not ‘substantial’. Subsequently, James and Day also fail to exploit fully their evidence for early football in the Manchester area by omitting to relate this properly to the much wider ongoing debate surrounding the origins of football. Conversely, there is ample evidence that ‘substantial’ Association football developments actually occurred in East Lancashire, centred on Bolton, Blackburn and Darwen, developments that are scarcely noted in James and Day's account.  相似文献   

“It looked like one thing but when we went in more depth,it turned out to be completely different”: Reflections on the Discourse of Guided Reading and its role in fostering critical response to magazines     

Carolyn Swain 《Literacy》2010,44(3):131-136

This article explores the discourses of power prevalent in classrooms through considering the nature of critical response and the role of reflective group talk in negotiating meaning in children's magazines. It shares the findings from a small‐scale research project, which explored the potential of guided reading to develop critically literate response to text and reports on a case study involving two groups of pupils from broadly similar primary schools. A critique of guided teaching is offered and it is argued that while on some levels the model seems an effective vehicle for fostering critical response, its inherent power structures bring into question the validity of its role in facilitating independent critical thought.  相似文献