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131.
Ohne Zusammenfassung 相似文献
132.
Beth Hatt Stacy Otto 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):507-526
In this article we offer analysis of the intersection between what is theorized as the knowledge economy, US schools, and identity politics through our examination of a sample of print media advertisements. The thematic thread we use to tie these pieces together is the concept of smartness, which we frame as a metanarrative of truth reflected in schooling and society. In sum, 156 advertisements are examined and discourses of smartness, race/ethnicity, and gender analyzed. We discuss the ways power has shifted within the knowledge economy to privilege smart identities as representations of human capital and those representations’ connections to schooling. 相似文献
133.
Ian C. Kenny Eric S. Wallace Steve R. Otto 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):322-332
The aim of this study was to determine how shaft length affects golf driving performance. A range of drivers with lengths between 1.168 m and 1.270 m, representing lengths close to the 1.219 m limit imposed by R&;A Rules Limited (2008), were assembled and evaluated. Clubhead and ball launch conditions and drive distance and accuracy were determined for seven category 1 golfers (handicaps 0.21 ± 2.41) who performed shots on a purpose-built practice hole. As shaft length increased from 1.168 m to 1.270 m, initial ball velocity increased (+1.8 m/s, P < 0.01). Ball carry (+4.3 m, P = 0.152) also increased, although not significantly so. Furthermore, as shaft length increased, for all club comparisons there was no decrease in accuracy. Ball launch conditions of spin components and launch angle remained unaffected by shaft length. Launch angle increased (0.8°, F = 1.074, P = 0.362) as driver shaft length increased. Our results show that clubhead and ball velocity together with ball carry tended to increase with no loss of accuracy. 相似文献
134.
Simon Bell Chris Douce Sandra Caeiro Antonio Teixeira Rosa Martín-Aranda Daniel Otto 《Open Learning》2017,32(2):95-102
Higher Education (HE) is experiencing disruption from technologies, demographics, the globalising world and longer life expectancy. Historically Higher Education has had a legacy of being seen as the requirement for an educated ‘elite’, there has been a policy ambition set in various countries (including the UK) for it to become the expectation for much wider segments of the population as a whole. As students become ‘everyone’ and learning becomes ‘all the time’ Distance Teaching and Research Institutions have a tremendous opportunity but there are also many disruptions and barriers to overcome. Higher Education institutions have an important role within Education for Sustainable Development and sustainable lifestyles; one of the important goals and targets of the United Nations Sustainable Development goals for 2030. Higher Education can contribute to sustainability in many ways – social, technical and environmental; globally and locally. In particular distance-learning universities due to the flexibility in the learning process, use of technologies, and inter-disciplinary approach to teaching and learning, constitute key factors in education for sustainable development. But what will this contribution look like? In this paper, the responses from senior leaders in four major European distance-learning universities are presented, compared and discussed. The tentative conclusions draw out some strategic imperatives for sustainable higher education in the twenty first century. 相似文献
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James Otto Douglas A. Sanford Jr Douglas N. Ross 《Assessment & Evaluation in Higher Education》2008,33(4):355-368
This article explores the usefulness and validity of self‐selected online student ratings of faculty. These ratings appear to be increasing in importance, particularly as students utilize them as guides in their choice of instructors. Validity is investigated by analyzing the pattern of relationships of online ratings for 399 randomly selected faculty. Analysis suggests that online ratings in their current form may be useful, even though possible abuses could limit validity in specific instances. 相似文献
137.
Otto Ortmann 《Journal of Experimental Education》2013,81(1):50-57
Random assignment of students to innovative educational programs is not always possible in establishing proper and adequate control groups; therefore, it is recommended that the biomedical model of adjusted statistics designed to overcome the well-known difficulty educational investigators face when attempting to randomize subjects be adopted. The model’s utility is demonstrated by using hypothetical data for fifth grade students tested by criterion and norm referenced tests. Results indicate that the adjusted discrepancies between group statistics are considerably smaller than is indicated by inspection of raw, or unadjusted, sample values. The educational analogue of the biomedical model of adjusted rates provides a way to obtain a more accurate estimate of program success or failure when comparisons across classrooms or other units are desirable. 相似文献
138.
Reform efforts like the urban, arts-based initiative Project ARTS are designed to provide intentional, equitable methods of improving students’ learning, yet few urban educators have been sufficiently trained to recognize differences in habitus between themselves and their students. For equitable reform to occur teachers must understand their own habitus and the habitus-forming experiences of their students. In this paper, we analyze qualitative project data using Bourdieu’s theoretical concepts of cultural capital, field, habitus, symbolic violence and misrecognition to explore teachers’ and students’ experiences in order to determine the extent to which power and privilege begin to be challenged within participating schools. We explore the ways in which teacher habitus has shifted to recognize, include or become empathetic to student habitus as a result of Project ARTS curricula, co-teaching and professional development while also considering the possibility the program produces unintended consequences at odds with the project’s mission: reproducing the status quo by advancing the cultural capital of teachers rather than that of students. Finding markedly fewer teacher narratives confirming the social reproduction of inequitable power relationships than when the project began, we conclude by discussing the transformation of teacher habitus, student outcomes, and school climate after 5 years of Project ARTS participation, proposing implications for urban teachers and leaders, their communities, and policymakers intent upon implementing equitable educational reform and the social transformation reform intends. 相似文献
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