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61.
Peter A. Hastie Alice M. Buchanan Danielle D. Wadsworth Brandon J. Sluder 《Research quarterly for exercise and sport》2013,84(4):788-791
Abstract The purpose of this study was to determine if factor patterns of selected sports skills were similar for two samples, a skilled sample and one consisting of a wide range of skills. Comparisons were also made with kinesiological evidence regarding the patterning of basic sports skills. Data consisting of performance scores on various sports skills were available for 166 high school girls. Out of this sample, a smaller sample was drawn consisting of 69 girls who were above average in skill. Two factor models, alpha and incomplete image analysis, were used in the analysis of this data. The factor pattern of selected sports skills performed by subjects above average in skill was similar in many respects to that of a sample which included a wide range of skill. The primary difference lay in the clustering of overarm skills which appeared in the above-average factor pattern. The overarm and push patterns of the above-average sample resembled the patterns of skill obtained through kinesiological analysis. The structure of kicking, underarm, and sidearm skills remained obscure, based on the results of factor analytic techniques. 相似文献
62.
In this work, we elaborate on the meaning of metadata quality by surveying efforts and experiences matured in the digital library domain. In particular, an overview of the frameworks developed to characterize such a multi-faceted concept is presented. Moreover, the most common quality-related problems affecting metadata both during the creation and the aggregation phase are discussed together with the approaches, technologies and tools developed to mitigate them. This survey on digital library developments is expected to contribute to the ongoing discussion on data and metadata quality occurring in the emerging yet more general framework of data infrastructures. 相似文献
63.
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65.
Janet Soler Corresponding author Alice Paige‐Smith 《Early Years: An International Journal of Research and Development》2005,25(1):43-54
In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having ‘special educational needs’, and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001a; 2001b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old. 相似文献
66.
Joseph E. Ireland James J. Watters Jo Brownlee Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175
This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning
in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the
principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should
be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent
educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning
as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview
data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning
in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing
interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students
with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and
answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching
in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for
engaging students in Science. 相似文献
67.
Jami A. Fullerton Matthew Hamilton Alice Kendrick 《Mass Communication and Society》2013,16(2):171-187
This study examines the relationship between Singaporean college students'attitude toward Americans and their exposure to U.S. exported entertainment media. The 328 Singaporean college student participants expressed relatively neutral attitudes toward Americans and reported high consumption of U.S. entertainment media (movies, television shows, magazines, music). Exposure to American media was found to correlate positively with student attitudes toward Americans. In contrast to some media critics' contention that exposure to U.S. media fosters negative attitudes among citizens of other countries, this study suggests that U.S. entertainment may influence attitude toward Americans in a positive direction. 相似文献
68.
Ryan Ireland 《Public Library Quarterly》2013,32(4):306-318
This article frames the public library and its system of organization as rhetorical tools. By providing an historic overview of libraries and their formation, the author recognizes the severed connection between library systems and the field of rhetoric, specifically the rhetorical canon of memoria. He seeks to reconnect memoria to the public library by recognizing the place-based nature of both classical memoria and library classification systems. The implications, he contends, run deep in libraries as seemingly neutral entities shape collective memory and education. Finally, the author provides a section that focuses on how digital-age libraries could be shaped, maintained, and managed in a way that recognizes memory as a rhetorical tool that aids in knowledge formation. 相似文献
69.
ABSTRACT The panelists present observations on the impact of digital scholarship for library goals related to information access and preservation based on their experiences in a variety of Web-influenced environments. The advent of digital forms of publishing and information retrieval signal significant changes in our understanding of library business models, user services, and the role of special collections. 相似文献
70.
ABSTRACT Collection development remains a major focus and concern of current interest for all types of libraries. Consortia began as a means of sharing resources and of leveraging purchasing power for its members. How does a library balance its individual collection needs, both present and future, when it is a member of a consortium? Do the expectations of the consortium outweigh the needs of the individual library member? This article will address how an academic library engages in collection development at the local and consortia levels, addresses the benefits and challenges of consortia memberships, and responds to its local patrons in light of its obligations and commitment to a consortium. 相似文献