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131.
J. Bryan Henderson Katherine L. McNeill María González‐Howard Kevin Close Mat Evans 《科学教学研究杂志》2018,55(1):5-18
At the 2015 NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research Annual International Conference, a group of scholars held an extended pre‐conference workshop to discuss key challenges and future directions faced by argumentation researchers around the world. This wide‐ranging group of facilitators and participants represented varying perspectives and experiences with argumentation research. Learning artifacts from the workshop were collected and analyzed utilizing multiple qualitative coding techniques. Analysis of these artifacts revealed five major themes that emerged from the NARST workshop describing this group of scholars’ views on current issues and potential directions for the field of argumentation research. These themes center on: (i) establishing a classroom culture that values argumentation; (ii) how differing theoretical frameworks challenge how researchers communicate findings; (iii) the challenge of assessing various aspects of scientific argumentation in a valid and reliable fashion; (iv) pedagogical challenges in supporting student discourse and social collaboration; and (v) challenges concerning the professional development of teachers. Each of these themes is described using direct quotes from the workshop artifacts, and implications for future research in argumentation are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 5–18, 2018 相似文献
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Edward Allen Partick Gray Angeliki Kollias-Pearson Erlend Oag Katrina Pratt Jennifer Henderson 《Journal of sports sciences》2013,31(10):911-916
AbstractIt is well established that regular exercise can reduce the risk of cardiovascular disease, although the most time-efficient exercise protocol to confer benefits has yet to be established. The aim of the current study was to determine the effects of short-duration sprint interval exercise on postprandial triacylglycerol. Fifteen healthy male participants completed two 2 day trials. On day 1, participants rested (control) or carried out twenty 6 s sprints, interspersed with 24 s recovery (sprint interval exercise – 14 min for total exercise session). On day 2, participants consumed a high-fat meal for breakfast with blood samples collected at baseline, 2 h and 4 h. Gas exchange was also measured at these time points. On day 2 of control and sprint interval exercise trials, there were no differences (P < 0.05) between trials in plasma glucose, triacylglycerol, insulin or respiratory exchange ratio (RER). The area under the curve for plasma triacylglycerol was 7.67 ± 2.37 mmol · l–1.4 h–1 in the control trial and 7.26 ± 2.49 mmol · l–1.4 h–1 in the sprint interval exercise trial. Although the sprint exercise protocol employed had no significant effect on postprandial triacylglycerol, there was a clear variability in responses that warrants further investigation. 相似文献
136.
The present study examined indirect effects of modifying appropriate classroom behaviour by itself and academic performance by itself. Of particular interest were changes in appropriate behaviour as students were reinforced for correct work. Five disruptive boys were given arithmetic assignments during daily 20-minute experimental sessions. Changes in appropriate behaviour and arithmetic performance were measured during the following phases: (a) an initial baseline phase; (b) reinforcement for appropriate behaviour alone; (c) return to baseline; (d) reinforcement for correct arithmetic work. It was found that reinforcing appropriate behaviour increased that behaviour, but produced little improvement in arithmetic performance. However, reinforcing arithmetic performance not only increased correct work, but resulted in a high rate of appropriate behaviour as well. The implications of these findings for the management of classroom behaviours were discussed. 相似文献
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Emily F. Henderson 《高等教育研究与发展》2015,34(5):914-925
The overarching argument made in this article is twofold. Firstly, academic conferences are posited as sites for higher education research. Secondly, the well-recognised emotional and social processes of conferences are used to make space at the boundaries of higher education research for psychosocial analysis. The article theorises conferences in relation to the current concerns of higher education, such as globalisation, technologisation and neoliberalisation, but simultaneously delves into the micro-conventions of academic spaces. This latter mode of analysis is adapted from Butler's (1997) work Excitable speech: A politics of the performative (New York: Routledge), around naming and vulnerability to language. An autobiographical example of naming and misnaming at a conference is worked through, both zooming in to micro-processes and zooming out to the wider concerns of higher education research. The article asserts the importance of recognising the connection between micro- and macro-scale analyses of higher education. 相似文献
139.
Emily F. Henderson 《Teaching in Higher Education》2019,24(5):678-693
ABSTRACTShort-term mobility has been neglected in the higher education mobilities literature, which tends to focus on longer stays such as study abroad or entire degrees. Short-term doctoral mobility schemes are relatively low-cost, potentially high-value investments in the development of early career researchers. Doctoral mobilities research – and the field of academic mobilities research more broadly – is characterised by a positivist, often atheoretical orientation; this article responds to this by introducing a critical academic mobilities approach (CAMA). This approach is rooted in the ‘mobilities paradigm’, and involves (i) questioning the status of mobility as a universal good; (ii) exploring the subjectivity of mobile subjects as dynamic and shifting, but also structurally determined; (iii) a commitment to researching mobility processes as well as investments and outcomes. The article explores ‘autoethno-case studies’ of two doctoral mobility schemes funded by the UK Economic and Social Research Council (ESRC): Overseas Institutional Visits (OIV) and the PhD Partnering Scheme (PPS). 相似文献
140.
ASL and the family system. 总被引:1,自引:0,他引:1
This paper examines some of the sociological implications of poor interaction on families in which one of the members is deaf. When a family systems perspective is used, once a child is diagnosed as deaf the family is no longer considered "hearing"; the parents may be hearing, the other children may be, but the family system becomes "hearing and deaf." By viewing this as a hearing/deaf problem, it becomes clear that no adequate solution can be found without the participation of deaf adults and the benefit of their perspectives and insights. We suggest that attention be directed toward neutralizing the effects of the stigma associated with deafness so that American Sign Language can become a pivotal tool for facilitating functional symbolic interaction in hearing/deaf families. 相似文献