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41.
Bruce M. Mitchell 《Roeper Review》2013,35(4):7-10
Gifted/talented education is slowly expanding as more funds for programs are provided by states and more universities off er graduate programs. 相似文献
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Paul Bruce 《Counselor Education & Supervision》1969,8(4):327-330
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The purpose of this study was to compare reaction time (RT) and fractionated RT components (premotor and motor times) between normal and postcontraction conditions. Twelve participants performed 20 trials each of control and postcontraction RT conditions. For the control condition, participants executed a learned, rapid, knee-extension contraction response to an auditory stimulus. The postcontraction condition was identical to the control condition except that the participants performed a 3-s isometric contraction of the knee extensor muscles prior to an auditory stimulus. Muscle activity was recorded from the quadriceps muscle group. Results indicated that the postcontraction condition was significantly faster than the control condition for the average RT, premotor time, and motor time. It was concluded that reaction time, processing time, and muscle contraction time for a learned task could be significantly reduced following an isometric contraction. 相似文献
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Bruce Macfarlane 《Higher Education Quarterly》2015,69(1):101-118
Dualisms pervade the language of higher education research providing an over‐simplified roadmap to the field. However, the lazy logic of their popular appeal supports the perpetuation of erroneous and often outdated assumptions about the nature of modern higher education. This paper explores nine commonly occurring dualisms: collegiality/managerialism, student‐centred/teacher‐centred, deep learning/surface learning, academics/non‐academics; research/teaching, old universities/new universities, liberal/vocational, public universities/private universities and higher education/further education. Illustrated by reference to a range of international contexts, it is argued that over‐reliance on dualisms among higher education scholars has adverse effects including narrowing the possibilities of research design and inhibiting intellectual advancement within the field. 相似文献
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Credibility of the Web: Why We Need Dialectical Reading 总被引:1,自引:0,他引:1
B. Bruce 《Journal of Philosophy of Education》2000,34(1):97-109