The pedagogy of teacher activists: portraits of four teachers for justice,by Keith Catone     

Keith Williams 《History of education》2018,47(5):710-712

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‘Sport and song go together …’ A personal reflection on the art of the sporting balladeer     

Keith Gregson 《Sport in Society》2021,24(1):88-98

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Implementing the 2014 SEND reforms in England: perspectives from SENCOs     

Keith Tysoe  Kerry Vincent  Helen Boulton 《Support for Learning》2021,36(3):486-505

This article is based on research conducted within two years of the 2014 SEND (special educational needs and disability) reforms being in force and reports on the experiences of five SENCOs (special educational needs coordinators) on implementing the reforms in London schools. The research was conducted primarily to inform professional practice and improve delivery of the principles underpinning the reforms. The research deployed an adapted version of SWOT analysis as a tool for seeking the views of SENCOs on the perceived benefits and challenges of the SEND reforms. The findings demonstrate that SENCOs broadly support the principles of the reforms. However, SENCOs find some of the procedures in the 2015 SEND Code of Practice as proving problematic. There still remains a significant focus on managing administrative processes, rather than bringing about a fundamental change to school culture and educational provision. The article concludes by making several recommendations on ways to reduce bureaucracy for SENCOs and increase their focus on classroom practice.  相似文献   

The Comprehensive Assessment of Rational Thinking     

Keith E. Stanovich 《教育心理学家》2016,51(1):23-34

The Nobel Prize in Economics was awarded in 2002 for work on judgment and decision-making tasks that are the operational measures of rational thought in cognitive science. Because assessments of intelligence (and similar tests of cognitive ability) are taken to be the quintessence of good thinking, it might be thought that such measures would serve as proxies for the assessment of rational thought. It is important to understand why such an assumption would be misplaced. It is often not recognized that rationality and intelligence (as traditionally defined) are two different things conceptually and empirically. Distinguishing between rationality and intelligence helps explain how people can be, at the same time, intelligent and irrational. Thus, individual differences in the cognitive skills that underlie rational thinking must be studied in their own right because intelligence tests do not explicitly assess rational thinking. In this article, I describe how my research group has worked to develop the first prototype of a comprehensive test of rational thought (the Comprehensive Assessment of Rational Thinking).  相似文献   

Science Discipline Knowledge for Primary Teachers     

Keith Skamp 《Asia-Pacific Journal of Teacher Education》1992,20(2):121-136

Many primary teachers have a limited understanding of science concepts. A recent Australian government review of science teacher education strongly recommended that this problem be addressed in preservice and post‐initial teacher education programs. This paper outlines some approaches that might satisfy this recommendation. Course structure and design are initially considered. Specific techniques are then described which revolve around a constructivist approach to teaming science concepts. Although the importance of science processes is still acknowledged, it is implied that significant time needs to be devoted to reflecting upon and sharing one's own perceptions of science concepts. Some exemplar professional development courses and materials which also address the teacher's own science knowledge are considered briefly. The suggestions and examples draw heavily upon approaches taken by British teacher educators who have had to confront this issue directly because of the nature of their science syllabus.  相似文献   

Cinematic Rendering in Anatomy: A Crossover Study Comparing a Novel 3D Reconstruction Technique to Conventional Computed Tomography     

Johannes S. Binder  Michael Scholz  Stephan Ellmann  Michael Uder  Robert Grützmann  Georg F. Weber  Christian Krautz 《Anatomical sciences education》2021,14(1):22-31

Integration of medical imaging into preclinical anatomy courses is already underway in many medical schools. However, interpretation of two-dimensional grayscale images is difficult and conventional volume rendering techniques provide only images of limited quality. In this regard, a more photorealistic visualization provided by Cinematic Rendering (CR) may be more suitable for anatomical education. A randomized, two-period crossover study was conducted from July to December 2018, at the University Hospital of Erlangen, Germany to compare CR and conventional computed tomography (CT) imaging for speed and comprehension of anatomy. Sixteen students were randomized into two assessment sequences. During each assessment period, participants had to answer 15 anatomy-related questions that were divided into three categories: parenchymal, musculoskeletal, and vascular anatomy. After a washout period of 14 days, assessments were crossed over to the respective second reconstruction technique. The mean interperiod differences for the time to answer differed significantly between the CR–CT sequence (−204.21 ± 156.0 seconds) and the CT–CR sequence (243.33 ± 113.83 seconds; P < 0.001). Overall time reduction by CR was 65.56%. Cinematic Rendering visualization of musculoskeletal and vascular anatomy was higher rated compared to CT visualization (P < 0.001 and P = 0.003), whereas CT visualization of parenchymal anatomy received a higher scoring than CR visualization (P < 0.001). No carryover effects were observed. A questionnaire revealed that students consider CR to be beneficial for medical education. These results suggest that CR has a potential to enhance knowledge acquisition and transfer from medical imaging data in medical education.  相似文献   

Editorial statement     

Christopher Freeman  Keith Pavitt 《Research Policy》1982,11(1):1

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Ideas: A system for international data exchange and access for science     

Keith G. Jeffery  Judy O. Lay 《Information processing & management》1989,25(6)

An operational prototype inhomogeneous distributed database system has been built to provide homogeneous access for researchers and managers of science policy to data on research projects held in three countries. The architecture is sufficiently general not only to accommodate additional countries and databases on research projects, but also to provide a general framework for other international collaborative projects aimed at the provision of information. The design exhibits an optimal compromise between sufficient data to satisfy a retrieval request and the minimal data for transmission to maintain the database.  相似文献   

The Crux of Crucial Experiments: Duhem's Problems and Inference to the Best Explanation     

Weber  Marcel 《The British journal for the philosophy of science》2009,60(1):19-49

Going back at least to Duhem, there is a tradition of thinkingthat crucial experiments are impossible in science. I analyseDuhem's arguments and show that they are based on the excessivelystrong assumption that only deductive reasoning is permissiblein experimental science. This opens the possibility that someprinciple of inductive inference could provide a sufficientreason for preferring one among a group of hypotheses on thebasis of an appropriately controlled experiment. To be sure,there are analogues to Duhem's problems that pertain to inductiveinference. Using a famous experiment from the history of molecularbiology as an example, I show that an experimentalist versionof inference to the best explanation (IBE) does a better jobin handling these problems than other accounts of scientificinference. Furthermore, I introduce a concept of experimentalmechanism and show that it can guide inferences from data withinan IBE-based framework for induction.

1. Introduction
2. Duhem onthe Logic of Crucial Experiments
3. ‘The Most BeautifulExperiment in Biology’
4. Why Not Simple Elimination?
5. SevereTesting
6. An Experimentalist Version of IBE

   6.1 Physiologicaland experimentalmechanisms

   6.2 Explaining the data

   6.3IBE and the problemof untested auxiliaries

   6.4 IBE-turtlesall the way down

7. Van Fraassen's ‘Bad Lot’ Argument
8. IBE and Bayesianism
9. Conclusions

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Survey of HIV/AIDS Clients in Botswana: Reactions to Supportive Counselling     

Rex Stockton  Tebatso Paul  D. Keith Morran  Ellen Mokalake 《International journal for the advancement of counseling》2016,38(3):249-268

A survey of HIV/AIDS clients in Botswana, Africa, all of whom were receiving supportive counselling, was conducted. A total of 328 volunteer clients from randomly selected sites completed the survey related to client perceptions of counselling helpfulness, outlook on life, satisfaction with goal setting in counselling, experience of social stigma, and acceptance by family and others. Overall, clients were very positive concerning the benefits received from counselling, their relationship with their counsellor, the goal setting process, their family/friends support system and their present quality of life. The majority of clients did, however, indicate some level of feeling stigmatized by being HIV-positive. Additional major findings indicated that clients with family incomes of less than 10 K pula per year (around US$1 k) were less positive about their counselling and related experiences than were those with higher levels of family income, with the exception of social stigma where lower family income was associated with less perceived social stigma. Clients reporting counselling sessions lasting more than 15 min were generally more positive in their reactions to counselling and related experiences than were clients reporting sessions typically lasting 15 min or less. A discussion of the findings, along with recommendations for areas needing further study and attention, is provided.  相似文献