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881.
J. Philip East 《Computer Science Education》2013,23(4):257-276
The premise of this paper is that computer science has much to offer the endeavor of instructional improvement. Software design processes employed in computer science for developing software can be used for planning instruction and should improve instruction in much the same manner that design processes appear to have improved software. Techniques for examining the software development process can be applied to an examination of the instructional process. Furthermore, the computer science discipline is particularly well suited to these tasks. Thus, computer science can develop instructional design expertise for export to other disciplines to improve education in all disciplines and, eventually, at all levels. 相似文献
882.
Philip R. Brown Rachel E. McCord Holly M. Matusovich Rachel L. Kajfez 《European Journal of Engineering Education》2015,40(2):186-205
Motivation is frequently studied in the context of engineering education. However, the use of the term motivation can be inconsistent, both in how clearly it is defined and in how it is implemented in research designs and practice. This systematic literature review investigates the use of motivation across recent engineering education publications. Results show that the majority of engineering education publications referencing motivation as a concept do not provide a clear definition for the term, nor do they draw upon the existing body of literature surrounding motivation. Within the publications that do draw upon motivation literature, we found that a small number of frameworks were most prominent. We believe that both of these factors potentially inhibit the understanding of motivation in engineering education. Therefore, we provide a number of suggestions for how researchers and practitioners can work to rectify these trends. 相似文献
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Philip Whitaker 《British Journal of Special Education》2007,34(3):170-178
Relatively little research has focused on parental perceptions and experience of educational provision in mainstream settings for children and young people with autism. Much of that which has been undertaken (and certainly that which is most widely cited) has tended to rely on samples which may not be sufficiently representative. In the study reported here, Philip Whitaker, of the Children and Young People's Service in Northamptonshire sought the views of every parent or carer of a child with an autistic spectrum condition living within one English county. Almost half the parents of the 350 children attending mainstream schools responded to a questionnaire exploring their experiences, views, attitudes and levels of satisfaction. The analysis looks at the differences and similarities between the experiences and views of the 'satisfied' and 'dissatisfied' groups of parents.
Overall, 61% of respondents reported themselves satisfied with the provision being made for their children. The extent to which parents felt that school staff understood (and empathised) with their children's difficulties, and the perceived flexibility of the schools' responses to the children's needs were the factors which most sharply differentiated the two groups of parents. The extent and quality of reciprocal communication between home and school also seemed strongly associated with levels of satisfaction. The two groups of parents shared many concerns, with the schools' role in promoting social development and social relationships emerging as a high priority. Philip Whitaker discusses the implications of these findings for schools and for the development of local authority provision founded in mainstreaming. 相似文献
Overall, 61% of respondents reported themselves satisfied with the provision being made for their children. The extent to which parents felt that school staff understood (and empathised) with their children's difficulties, and the perceived flexibility of the schools' responses to the children's needs were the factors which most sharply differentiated the two groups of parents. The extent and quality of reciprocal communication between home and school also seemed strongly associated with levels of satisfaction. The two groups of parents shared many concerns, with the schools' role in promoting social development and social relationships emerging as a high priority. Philip Whitaker discusses the implications of these findings for schools and for the development of local authority provision founded in mainstreaming. 相似文献
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Philip Higgs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,54(3-4):445-458
The liberation of Africa and its peoples from centuries of racially discriminatory colonial rule and domination has far reaching implications for educational thought and practice. The transformation of educational discourse in Africa requires a philosophical framework that respects diversity, acknowledges lived experience and challenges the hegemony of Western forms of universal knowledge. In this article, the author argues that indigenous knowledge, as a system of African knowledge, can provide a useful philosophical framework for the construction of empowering knowledge that will enable communities in Africa to participate in their own educational development. 相似文献
889.
Philip E. Riches 《Sports Engineering》2006,9(1):39-47
This study develops a dynamic model of head acceleration, which incorporates physiologically related neck muscle contributions,
to further the understanding of the mechanical behaviour of the head-neck system during soccer heading. An inverted pendulum
is combined with a linear visco-elastic element to model the head-neck system following a half-sine input force. Model parameter
values were varied to obtain agreement with previously published experimental data (Naunheimet al., 2003), and were subsequently compared to literature values. The model predicted the same mechanical angular kinematics as
observed experimentally both during and post impact. The greatest acceleration was in the anterior direction at the instant
the ball left the head, attributed to the elastic stiffness of the neck musculature. The head-neck stiffness and damping coefficients
determined from the model (350 N m rad-1 and 4 N m s rad-1, respectively) were similar to those reported elsewhere when subjects were asked to resist maximally. The model may be subsequently
used to investigate differences in technique and ability with respect to the salient model parameters to further our biomechanical
understanding of soccer heading. 相似文献
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