Alcoholism in America: From Reconstruction to Prohibition     

Janet Golden 《Journal of American culture (Malden, Mass. : 2003)》2006,29(1):62-63

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Making Sense of Education—for Whom?     

Graham Haydon  Janet Orchard 《Journal of Philosophy of Education》2004,38(1):149-157

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Medical library downsizing: administrative,professional and personal strategies for coping with change     

Janet M. Fraser 《Health information and libraries journal》2006,23(1):76-76

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Moral development in a global world: research from a cultural-developmental perspective     

Janet Kwok 《Journal of moral education》2016,45(1):109-111

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Taking charge and letting go: exploring the ways a Transition to Adulthood project for teenagers with Duchenne muscular dystrophy has supported parents to prepare for the future          下载免费PDF全文

Janet Hoskin 《British Journal of Special Education》2017,44(2):165-185

The new Special Educational Needs and Disability legislation in the Children and Families Act 2014 intends to raise the aspirations of young people with special educational needs and their families, and improve their life outcomes. But what do raised aspirations and better outcomes look like for young people who have a life‐limiting impairment? This article draws on data from a parent evaluation of a lottery‐funded Transition to Adulthood project for boys with Duchenne muscular dystrophy (DMD), called ‘Takin’ Charge’, focusing in particular on whether or not the project helped parents of boys with DMD prepare for the future. Key themes that emerged were the importance and novelty of older role models with DMD in the project who were able to share their journeys into adulthood, the support between families that the project enabled, the meaning of family resilience and aspirations for a normal life. The use of solution‐focused questioning with families affected by a life‐limiting impairment is also explored.  相似文献   

Technology’s role in learning at a commuter campus: The student perspective     

Janet A. Buckenmeyer  Casimir Barczyk  Emily Hixon  Heather Zamojski  Annette Tomory 《Journal of Further & Higher Education》2016,40(3):412-431

Patterns of technology ownership and usage, as well as skills with and preferences for various technologies, affect the college experience (Educause 2012). Students at a commuter campus of a large Midwestern public university were surveyed about technology and the learning process: 94% of the respondents believed that technology had the potential to benefit learning and 85% thought it was central to their academic success. Students credited technology-enhanced courses with increased and more effective communication with instructors, the ability to better manage course activities and expanded opportunities for practice and reinforcement. Students’ prior experiences with a course management system affected their perceptions of the role of technology and their subsequent beliefs about the benefits of its use in their university courses. Implications for administrators who make decisions about faculty development, student retention and funding for technology-enhanced course offerings are discussed.  相似文献   

Stepping out: collaborative research across disciplines     

Janet Groen  Tara Hyland-Russell 《International journal of qualitative studies in education》2016,29(6):814-826

This paper offers the experiences and insights of two faculty members, located in two separate disciplines, as they engaged in collaborative research. While knowledge created by stepping out and reaching across disciplines reflects the reality of an increasingly complex world, their experiences highlight both the benefits of a supportive collaborative partnership as well as the risks and discomfort experienced without tangible discipline support, when researchers stray too far from their home discipline. While transparency and attention to process is critical to all researchers engaged in collaborative partnership, its necessity is heightened when venturing beyond the territory of familiar disciplines.  相似文献   

Can textured insoles improve ankle proprioception and performance in dancers?     

Nili Steinberg  Gordon Waddington  Roger Adams  Janet Karin  Rezaul Begg  Oren Tirosh 《Journal of sports sciences》2016,34(15):1430-1437

With the aim of determining both the acute and the chronic effects of textured insoles on the ankle discrimination and performance ability of dancers, 60 ballet dancers from the Australian Ballet School, aged 14–19 years, were divided into three groups (two intervention groups and a control group), age- and level-matched. In the first 5 weeks (weeks 1 to 5), the first intervention group (GRP1) was asked to wear textured insoles in their ballet shoes and the second intervention group (GRP2) was not given textured insoles to wear. In the next 5 weeks (weeks 6 to 10), GRP2 was asked to wear the same type of textured insoles and GRP1 did not wear the textured insoles. The control group (CTRL) did not wear textured insoles during the whole 10 weeks. All participants were tested preintervention, after 5 weeks and after 10 weeks for ankle discrimination score (AUC scores). Dance performance was assessed by 5–7 dance teachers. Pre-to-post change in AUC scores was significantly greater for the groups wearing insoles than for the controls (P = .046) and the size of pre-to-post changes did not differ between the two intervention groups (P = .834). Significant correlation was found between ankle discrimination score and performance scores, using the textured insoles (r = .412; P = .024). In conclusion, the stimulation to the proprioceptive system arising from textured insoles worn for five weeks was sufficient to improve the proprioceptive ability and performance ability of ballet dancers.  相似文献   

Empathetic-Reflective-Dialogical Restorying for decolonisation: an emancipatory teaching-learning strategy for Religion Education     

Janet Jarvis 《British Journal of Religious Education》2021,43(1):68-79

ABSTRACT

This article argues for the inclusion of Empathetic-Reflective-Dialogical Restorying as a teaching-learning strategy for Religion Education. This strategy, employed in three small-scale research projects in a South African Higher Education Institution, addresses decolonisation of the Religion Education curriculum in the following ways: changing how teaching-learning takes place; transdisciplinary engagement; empowering students as agents of their own learning; depatriarchisation; and dispelling the myth of African inferiority. Both self-dialogue and self-narrative were used to create open space stories when approaching content that is relevant to the lived experience of gender (in)equality and patriarchy. Engaging in a safe space in Communities in Conversation, Communities in Dialogue, and Communities for Transformation, students troubled entrenched beliefs and worldviews and co-constructed (restoried) understandings. They expressed the view that this emancipatory teaching-learning strategy has the potential to facilitate classroom praxis that is both reflective and reflexive. This can be transformative for the greater society.  相似文献   

Language development: A complex,systematic, and natural process     

Janet H. Kane  Karen Sheingold 《Early Childhood Education Journal》1980,8(2):39-54

Conclusions Although we do not understand very well what the processes are that contribute to language development, it is clear that communication plays a central role. As children strive to become increasingly skilled at communicating their ideas (White, 1959), as they have increasingly complex ideas to communicate (Piaget, 1955), and as they encounter an increasingly diverse set of people with whom to communicate (Brown, 1973), they must learn to use language which is richer and more flexible.When children come to school or to a day care center they already know a great deal about language. They have readily and actively mastered words, sentences and forms of communication which they need in their own family and community. In their new environment—the school or center—children's language development can further be fostered by adults who are receptive to children's efforts at communication. Adults who encourage children to use language in new ways, who attend to what children mean to say and who recognize that children's errors are often not mistakes, are likely to play a positive role in children's language development.Janet H. Kane and Karen Sheingold are on the Staff at Bank Street College of Education.  相似文献