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Published: 10 December 2022
Last updated: 28 January 2023

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1

Tamblyn, Amber. "Peg Entwistle." Iowa Review 44, no. 1 (March 2014): 154–55. http://dx.doi.org/10.17077/0021-065x.7454.

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2

Lee, Pauline. "Annie Entwistle." Nursing Standard 8, no. 25 (March 16, 1994): 42–43. http://dx.doi.org/10.7748/ns.8.25.42.s53.

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3

Bonadio, Maria Claudia, Henrique Grimaldi Figueredo, and Rita Morais de Andrade. "Entrevistando Joanne Entwistle..." dObra[s] – revista da Associação Brasileira de Estudos de Pesquisas em Moda 12, no. 27 (December 19, 2019): 221–37. http://dx.doi.org/10.26563/dobras.v12i27.992.

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É uma pergunta muito boa. Meu interesse surgiu depois que terminei a minha graduação na Goldsmiths, em Comunicação e Sociologia, na qual tive a sorte de ser ensinada por Dick Hebdige, professor do Departamento de Comunicação e um dos fundadores dos Estudos Culturais na Grã-Bretanha. [...]
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4

Conlon, Frank F. "Alan Entwistle 1949–1996." Journal of Asian Studies 55, no. 3 (August 1996): 803–5. http://dx.doi.org/10.1017/s0021911800061404.

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5

Bustamante-Arango, Edwin. "Educación política para la construcción de sociedades democráticas." Forum. Revista Departamento de Ciencia Política, no. 20 (July 1, 2021): 262–70. http://dx.doi.org/10.15446/frdcp.n20.94450.

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6

Entwistle, Jane. "President's end-of-term report: a year of change." Structural Engineer 101, no. 1 (January 3, 2023): 10–11. http://dx.doi.org/10.56330/ffyf1696.

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7

Entwistle, Jane. "Knowledge, skills, history - a foundation for a climate-positive future." Structural Engineer 100, no. 2 (February 1, 2022): 10–17. http://dx.doi.org/10.56330/fmqn2258.

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President's Inaugural Address. 2022 IStructE President Jane Entwistle explains why structural engineers need to learn to value their past, to respect the skills and decisions made in the past and work with them to provide a better future built environment.
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8

Raeburn, Toby, Carol Liston, Jarrad Hickmott, and Michelle Cleary. "Life of Martha Entwistle: Australia's first convict mental health nurse." International Journal of Mental Health Nursing 27, no. 1 (June 3, 2017): 455–63. http://dx.doi.org/10.1111/inm.12356.

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9

Davies, Peter. "Open Dialogue peer review: A response to Entwistle & Nisbet." Psychology of Education Review 37, no. 1 (2013): 15–17. http://dx.doi.org/10.53841/bpsper.2013.37.1.15.

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Prosser, Michael. "Open Dialogue peer review: A response to Entwistle & Nisbet." Psychology of Education Review 37, no. 1 (2013): 21–22. http://dx.doi.org/10.53841/bpsper.2013.37.1.21.

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11

Francis, Hazel. "Open Dialogue peer review: A response to Entwistle & Nisbet." Psychology of Education Review 37, no. 1 (2013): 18–20. http://dx.doi.org/10.53841/bpsper.2013.37.1.18.

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Perkins, David. "Open Dialogue peer review: A response to Entwistle & Nisbet." Psychology of Education Review 37, no. 1 (2013): 26–27. http://dx.doi.org/10.53841/bpsper.2013.37.1.26.

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13

Bainbridge, Alan. "Open Dialogue peer review: A response to Entwistle & Nisbet." Psychology of Education Review 37, no. 1 (2013): 23–25. http://dx.doi.org/10.53841/bpsper.2013.37.1.23.

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14

Briggs, Adam. "The Fashioned Body: Fashion, Dress and Modern Social Theory, Joanne Entwistle." Fashion Theory 5, no. 2 (May 2001): 225–28. http://dx.doi.org/10.2752/136270401779108581.

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15

Tennent, Emma. "The fashioned body: Fashion, dress & modern social theory Joanne Entwistle." Feminism & Psychology 28, no. 2 (December 14, 2016): 292–96. http://dx.doi.org/10.1177/0959353516682662.

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16

Rocha, Nara. "“Papo de mulherzinha”?! O cuidado de si como hedonismo feminino e os blogs de moda como modelo de negócios." dObra[s] – revista da Associação Brasileira de Estudos de Pesquisas em Moda 10, no. 21 (May 18, 2017): 37. http://dx.doi.org/10.26563/dobras.v10i21.552.

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O presente artigo é parte do questionamento levantado na tese de dou­torado sobre o estereótipo da vaidade feminina e como as blogueiras pontuam a inversão da imagem fútil de mulheres que consomem produtos de moda para a imagem de empreendedoras que produzem conteúdo para as mídias sociais. As postagens do Instagram com a utilização da palavra mulherzinha e as entrevistas com as blogueiras formam o corpus analítico; no referencial teórico, temos os textos de Entwistle (2015) e Focault (1985 e 1988a) para embasar a análise do discurso sobre o corpo e a vaidade feminina.
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17

Entwistle, Joanne. "Book Review Symposium: Joanne Entwistle, Fashioning Memory: Vintage Style and Youth Culture." Sociology 52, no. 4 (January 23, 2017): 851–52. http://dx.doi.org/10.1177/0038038516677182.

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18

Sutherland, Peter. "The Adequacy of the Study Skills of a Cohort of First-Year Nursing Students: An Investigation of Attitudes." Journal of Adult and Continuing Education 9, no. 1 (July 2003): 22–31. http://dx.doi.org/10.7227/jace.9.1.3.

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The focus of this investigation was the study methods of nursing students during their first year. The sample was 113 first-years. Quantitative data were gathered from all who completed Section C of the revised version of Entwistle and Tait's (1995) Approaches to Learning and Studying. Analysis showed that the majority did not consult their tutors; however peers provided a strong source of learning support. The skills of reading, writing essays, listening to lectures and contributing to seminars were generally satisfactory. However, there was some concern about some of the other basic academic skills of this cohort: in particular their ability to read textbooks.
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19

Figueredo, Henrique Grimaldi. "For a Sociology of Fashion: bodies, media and aestheticization. Why read Joanne Entwistle?" dObra[s] – revista da Associação Brasileira de Estudos de Pesquisas em Moda 12, no. 27 (December 19, 2019): 238–42. http://dx.doi.org/10.26563/dobras.v12i27.993.

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20

Sütő, Éva, and Melinda Csima. "Célorientációk kapcsolata az iskolai motivációval szakképző iskolások aspektusából." Képzés és gyakorlat 19, no. 1-2 (2021): 129–40. http://dx.doi.org/10.17165/tp.2021.1-2.13.

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Az iskolai siker kulcstényezője a tanulási motiváció. Az új ismeretek elsajátításának folyamata motiváltságot követel a tanulótól, ugyanakkor az új feladatokkal való foglalkozás a siker élményét váltja ki (Réthy, 2002). A motiváció a belső dinamikus hajtóerők és a külső faktorok vonatkozásában módosul, azaz a tanuló és környezete kognitív, affektív, effektív interakciós önszabályozó rendszerén nyugszik (Réthy, 2001). A tanulási motiváció a társas környezet által befolyásolható (Fejes, 2015). A kutatás bázisát Fejes (2015) Tanulói célok és Kozéki és Entwistle (1986) Iskolai motiváció kérdőíve szolgálta. A kutatásban öt szakképző iskola 445 tanulója vett részt 2019 tavaszán, akik a kilencedik, illetve a tizenegyedik évfolyamon tanultak. Az eredmények hozzájárulnak a szakképző iskolában tanuló diákok tanulási motivációjának megismeréséhez, és irányt mutatnak azok fejlesztési lehetőségeihez.
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21

Lin, Ziye. "The comparative analysis of Gibson girls of 20th century and contemporary females." Highlights in Art and Design 1, no. 3 (November 22, 2022): 65–67. http://dx.doi.org/10.54097/hiaad.v1i3.2962.

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There is a complex relationship between fashion and dress to identity. It's worth noting that given twining, cloths can be a portrayal of one's identity because they tell people something about class, gender, status, and so on. Also, the author asserts that cloths can lead to misinterpretation because they are not able to speak (Entwistle, 2000: 112). It is because of this argument that copious theories have emerged in an attempt to explain the relations. Entwistle, in her book, highlights the centrality of dressing to people's identities, gender, and sexuality (2000, p.40). These sentiments are also held by Stroope, Walker, and Franzen (2017, 85), who posit that the portrayal of identity has led to theories such as feminism. Therefore, feminism has existed in all aspects of life since it came into being in early 1910. These concepts are also used in various ways in the fashion industry making it significant in contemporary times. Feminist theory mainly accentuates the analysis of gender inequality. Therefore, it aims to gain a deeper understanding of the nature of gender. In her book, Butler believes that gender is used sometimes as a way to secure heterosexuality (2006, 5). Therefore, according to Griffin (2015, p.196), feminism wanted to transform the entire realms of the lives of women: social, political, cultural, personal, and economical. Consequently, Zinn and Dill (2016, 76) assert that feminists meant to remove all psychological and structural obstacles to the financial independence of women. The reason is that most of them believed that gender was produced and considered though sexual hierarchy as outline by (Butler, 2006, 5). Some of the themes explored in these theories entail objectification, contemporary discrimination, and art history. Indeed, feminists combined lots of reasons that became related to a New Woman. Some crusaded for woman voice, others fought for labor and socialism, whereas others still called for birth control and ‘free love.’ As a result, Butler (2006, 7), in her book, she continues to point out that feminist views attempt to eliminate and overthrow gender, because it is a typical signal of women. The feminism resurgence in the recent past has been integral in the evolution of the modern fashion industry. It is a relief that females are no longer anticipated to fit into a particular mold for them to be perceived as beautiful. The stereotypical thinking, as well as the labeling of females as sexual objects, often have negatively impacted how several women dress Entwistle (2000, p.40). As denoted by Fraser (2017, 167), this is something that most women seem to be reluctant to dress because of the fear that they might be perceived as sexually provocative. Seabrook, Ward, and Giaccardi (2019, 556) also echoed this sentiment but went further to posit that fortunately for feminists, especially those in the fashion industry, feminism has led to the promotion of females as sexual beings rather than sexual objects. Many people are happy that the industry is catching up, though centuries later.
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22

Figueredo, Henrique Grimaldi. "Por uma Sociologia da Moda: corpos, mídias e estetização. Por que ler Joanne Entwistle?" dObra[s] – revista da Associação Brasileira de Estudos de Pesquisas em Moda 12, no. 27 (December 19, 2019): 214–20. http://dx.doi.org/10.26563/dobras.v12i27.991.

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A Sociologia como parte constituinte das ciências humanas faz-se no texto. O pensamento e a imaginação sociológicos – elementos substanciais desse métier – existem pura e somente na abstração de um outro mundo. Configuram a matéria amorfa e complexa que será encarnada e sistematizada na produção textual. Nesse sentido, o sociólogo interessado atua como um canal pelo qual esse conjunto de hipóteses e universos imaginados deve necessariamente atravessar durante o seu processo gestacional. O corpo encarnado da Sociologia é, portanto, um constructo gerado por essa equação intelectual que provoca colisões contínuas entre devaneio e teste, uma operação de formatação do fato social imaginado a partir de um esforço empírico e científico sobre o mesmo. [...]
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23

Oakley, R. "Keith Entwistle memorial lecture. The veterinary profession in the European community: 1992 and beyond." Veterinary Record 124, no. 20 (May 20, 1989): 527–29. http://dx.doi.org/10.1136/vr.124.20.527.

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24

Ashwin, Paul. "Entwistle, N.: Student learning and academic understanding: a research perspective with implications for teaching." Higher Education 78, no. 6 (March 16, 2019): 1139–41. http://dx.doi.org/10.1007/s10734-019-00379-3.

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25

Arquero, Jose Luis, and Jose Antonio Donoso. "Problem Solving Styles, Approaches to Learning and Academic Performance of Spanish Accounting Students: An Exploratory Study of Profiles and Relationships." EDUCADE - Revista de Educación en Contabilidad, Finanzas y Administración de Empresas, no. 10 (2019): 3–16. http://dx.doi.org/10.12795/educade.2019.i10.02.

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Background. Entwistle Students’ Approaches to Learning framework and Kolb’s Experiential Learning Model has been widely used in higher education. Different inventories have been developed in order to adapt to different contexts and / or to supersede reported weakness. Aims. This paper aims to explore the profiles and approaches showed by a sample of Spanish accounting students as well as the relationship of those profiles with the academic performance. Instrument and Sample. The instrument consists of both the short version of the Study Process Questionnaire (SPQ; Fox et al, 2001) and the Problem Solving Style Questionnaire (PSSQ, Romero et al, 1992). The sample is composed by the students enrolled in advanced financial accounting and financial statement analysis at the University of Sevilla.
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26

Couture, André. "ENTWISTLE, Allan W., MALLISON, Françoise, Studies in South Asian Devotional Literature. Research Papers, 1988-1991]." Laval théologique et philosophique 53, no. 2 (1997): 457. http://dx.doi.org/10.7202/401091ar.

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27

Fennell, Robert C. "Teaching for Understanding at University: Deep Approaches and Distinctive Ways of Thinking - By Noel Entwistle." Teaching Theology & Religion 14, no. 3 (July 2011): 287–88. http://dx.doi.org/10.1111/j.1467-9647.2011.00722.x.

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28

Lijtinstens, Claudia. "La herejía de cada uno y el amor como escritura, frente a la pandemia del Uno solo." Ética y Cine Journal 10, no. 3 (November 10, 2020): 9–12. http://dx.doi.org/10.31056/2250.5415.v10.n3.30879.

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Frente a la soledad contemporánea, agravada por los pandémicos acontecimientos de lo real, se exponen algunas salidas posibles por la vía de la herejía como posición del ser, pero también por la vía del amor como soporte de un encuentro, en el sentido de un lazo que habilite salir del autoerotismo y atemperar aquello imposible de soportar, a partir de la serie de televisión inglesa The end of The f... World (Entwistle, 2017). Un lazo amoroso y novedoso donde cada uno de los personajes, auténticos desabonados al inconsciente, en su despertar adolescente, buscan una suplencia en ese compañero sinthomático. Será el psicoanálisis, desde cierta insociabilidad e insumisión herética, el que podrá hacer lugar a una respuesta del sujeto enlazando ese objeto que hace de él algo singular en una travesía que nombra el anudamiento entre sinthoma e identidad.
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29

Crossley, Nick. "Body Dressing. Edited by Joanne Entwistle and Elizabeth Wilson. New York: Berg, 2001. Pp. vi+256." American Journal of Sociology 108, no. 2 (September 2002): 491–93. http://dx.doi.org/10.1086/376319.

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30

Humes, Walter M. "Handbook of Educational Ideas and Practices, Noel Entwistle (general editor) (Routledge, 1990), pp. xxxii + 1140, £65.00." Scottish Educational Review 22, no. 1 (December 20, 1990): 61–62. http://dx.doi.org/10.1163/27730840-02201018.

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31

Valadas, Sandra T., Fernando R. Gonçalves, and Luís Faísca. "Estudo de tradução, adaptação e validação do ASSIST numa amostra de estudantes universitários portugueses." Revista Portuguesa de Educação 22, no. 2 (February 27, 2018): 191. http://dx.doi.org/10.21814/rpe.13971.

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Neste estudo são analisadas as abordagens ao estudo, concepções de aprendizagem e preferências por diferentes estilos de ensino características de estudantes universitários. Foi nossa intenção construir uma versão portuguesa do Approaches and Study Skills Inventory for Students — short version (Tait, Entwistle & McCune, 1998), aferindo a sua validade e fidelidade numa amostra de estudantes universitários portugueses. Os resultados na validade de constructo e os indicadores de fidelidade do instrumento parecem demonstrar que, no global, o ASSIST avalia os constructos teóricos subjacentes e os estudantes que integraram este estudo parecem, de facto, revelar determinadas formas de abordar as tarefas de estudo e de aprendizagem. São, contudo, de destacar algumas limitações, não só características de instrumentos desta natureza, mas também resultantes dos próprios procedimentos e de alguns resultados menos satisfatórios em algumas das subescalas do inventário. Palavras-chave: Abordagens ao estudo; Concepções de aprendizagem; Estudantes universitários; ASSIST
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32

Rosário, Pedro, Leandro S. Almeida, José Carlos Núñez, and Julio A. González-Pienda. "Abordagem dos alunos à aprendizagem: análise do construto." Psico-USF 9, no. 2 (December 2004): 117–27. http://dx.doi.org/10.1590/s1413-82712004000200002.

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A partir dos anos 70, emergiram dois referenciais para se investigar as abordagens dos alunos à aprendizagem. O primeiro, qualitativo, baseado nos estudos de Marton e colaboradores; o outro, desenvolvido por Biggs e colaboradores, e por Entwistle. O QPA (Questionário de Processos de Aprendizagem), uma adaptação para a língua portuguesa do Learning Processes Questionnaire, foi usado para avaliar as abordagens à aprendizagem. A dimensionalidade desse instrumento tem sido discutida na literatura, perguntando-se se três fatores (superficial, profundo e de alto rendimento) mostraram a descrição mais apropriada do construto. Os dados obtidos reforçam a convicção de que existem duas orientações fundamentais à aprendizagem, distinguindo-se pela presença ou ausência da intenção para compreender o material a aprender, tal como foi sugerido nos estudos iniciais por Marton e Säljö. Ressalta-se a necessidade de uma discussão complementar sobre a natureza substantiva da abordagem de alto rendimento em futuras investigações.
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Lestyán, Erzsébet, and Ágota Szabóné Balogh. "MOTIVÁCIÓ FEJLESZTÉSE 10–14 ÉVES KORBAN DIFFERENCIÁLT FOGLALKOZTATÁSI PROGRAMBAN RÉSZTVEVŐ TANULÓKNÁL." Különleges Bánásmód - Interdiszciplináris folyóirat 3, no. 3 (September 30, 2017): 67–78. http://dx.doi.org/10.18458/kb.2017.3.67.

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Jelen tanulmány a nevelés-oktatás egyik kiemelkedő feladatára, a tanulók megfelelő motiválására fókuszál. A kutatás célja a 10–14 éves tanulók differenciált fejlesztés melletti motivációjának vizsgálata. Feltételezésünk szerint a motiváció magas szinten tartása a differenciált foglalkoztatással elősegíti a hatékonyabb és eredményesebb ismeretelsajátítást. Minta: 5-8 osztályos, összesen 354 (177 kísérleti és 177 kontrollcsoportos) tanuló vizsgálata. Módszer: A kutatás során alkalmazott módszerek segítségével, longitudinális vizsgálattal, négy tanéven keresztül követtük nyomon a kísérleti csoportban differenciálva fejlesztett tanulók motivációjának alakulását. Emellett mértük a motivációt kontrollcsoportnál is, akiknél nem került sor differenciált fejlesztő foglalkozásokra. A motiváció mérése a Kozéki–Entwistle-féle tanulási motivációs kérdőív segítségével történt. Eredmények: A kísérleti csoport tanulóinál mind a három (követő, érdeklődő, teljesítő) fontos motívumcsoportban jelentős pozitív változás történt a kontrollcsoporthoz képest. A motiváció magas szinten tartása a kísérleti csoportnál nagyobb mértékben elősegítette az eredményesebb tanulást. Következtetések: A differenciált fejlesztés a tanulási motivációra pozitívan hat.
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Soler, Manuel Guillermo, Fidel Antonio Cárdenas, and Fuensanta Hernández-Pina. "Enfoques de enseñanza y enfoques de aprendizaje: perspectivas teóricas promisorias para el desarrollo de investigaciones en educación en ciencias." Ciência & Educação (Bauru) 24, no. 4 (December 2018): 993–1012. http://dx.doi.org/10.1590/1516-731320180040012.

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Resumen: Los desarrollos teóricos acerca de los enfoques de enseñanza y de aprendizaje surgieron de los trabajos pioneros de Marton y Säaljö en Gotemburgo, Entwistle, Hounsell y Ramsden en Edimburgo y Biggs y Trigwell en Australia. El artículo aborda como aspectos centrales el origen de estos constructos, algunas de sus relaciones, una descripción de cada enfoque y un análisis de potencialidades para orientar investigaciones en educación y para buscar estrategias de enseñanza de las ciencias en general y de la química en particular. Para el desarrollo de investigaciones se utilizan los cuestionarios de procesos de enseñanza y de aprendizaje mientras que para la enseñanza se analizan estrategias centradas en el profesor, centradas en la interacción profesor/estudiante y centradas en el estudiante. Finalmente, debido a que los enfoques de enseñanza y de aprendizaje ofrecen potenciales beneficios para la educación en ciencias, se estimula a los docentes a investigar en este campo.
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35

Virginás, Péter. "Liquid Wardrobes and Sensing: A Phenomenological Approach to Digital Perfume Communities." Acta Universitatis Sapientiae, Social Analysis 12, no. 1 (November 1, 2022): 113–30. http://dx.doi.org/10.2478/aussoc-2022-0006.

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Abstract The fact that perfumes have been regarded as enhancing one’s appearance opens up questions about knowing and wearing fragrances. The connections between fragrances and fashion are being reviewed first according to the notion of embodiment as applied to the understanding of clothing fashion (Entwistle 2000, 2015); then, the lens of “mediatization”, as applied by Rocamora (2017) to grasp the contemporary entanglement of fashion and digital media, further serves to turn to digital perfume communities. These constitute an essential resource to the extent that they share experiences while producing data about wearing and collecting fragrances. By tracing the recent insurgence of perfume criticism and by mapping certain techniques of entering into relation with fragrances through community members’ perfume reviews as well, the study argues that their idiosyncratic and often artistic language is countering the impersonal language of perfume advertising; ultimately, the study suggests unravelling perfume consumption patterns via an aesthetics of attention.
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36

Chevalier, Pascale. "C. Entwistle - L. James (ed.), New Light on Old Glass: Recent Research on Byzantine Mosaics and Glass." Hortus Artium Medievalium 20, no. 1 (May 2014): 426–27. http://dx.doi.org/10.1484/j.ham.5.102995.

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37

Gould, Fred. "Bacillus Thuringiensis, An Environmental Biopesticide: Theory and Practice.Philip F. Entwistle , Jenny S. Cory , Mark J. Bailey , Stephen Higgs." Quarterly Review of Biology 69, no. 4 (December 1994): 545–46. http://dx.doi.org/10.1086/418818.

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38

Poom-Valickis, Katrin, and Tiina Elvisto. "Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher Education." Journal of Teacher Education for Sustainability 11, no. 2 (January 1, 2009): 41–50. http://dx.doi.org/10.2478/v10099-009-0039-9.

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Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher EducationNatural sciences teachers have a key role to play in creating knowledge and skills. However, Estonian students' interest in studying natural sciences and their willingness to continue studies in teacher education have decreased. This study was designed to assess: 1) how clear the students' motives to study natural sciences was; 2) how the clarity of motives relate to student satisfaction with their studies and 3) how student satisfaction with studies relate to their interest in continuing studies in teacher education. The participants of the study (N=92) were natural sciences students at Tallinn University. The data was collected using an adapted Learning and Studying Questionnaire by Entwistle et al. (2002) and questions designed by the authors of the study. The SPSS programme was used to analyse the data. The results of the study show that carefully planned curriculum selection and positive learning experiences increase student willingness to choose teacher education.
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39

Sobral, Dejano T. "Enfoques de Estudo de Alunos de Medicina." Revista Brasileira de Educação Médica 22, no. 1 (April 1998): 32–37. http://dx.doi.org/10.1590/1981-5271v22.1-005.

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Resumo: Examina-se que falares afetam o enfoque de aprendizagem de alunos de Medicina, mediante a aplicação do Inventário de Enfoques de Estudo desenvolvido por Entwistle e colegas, o qual identifica três orientações de estudo: significativa, reprodutiva e estratégica. Uma versão abreviada do Inventário foi administrada a alunos de Medicina no início do terceiro semestre e no decorrer do quinto semestre do curso. Foram obtidos dados de características dos estudantes, da avaliação inicial do curso e do rendimento acadêmico no semestre da iniciação clínica, e medidas suas relações com os escores de orientação de estudo. Os resultados revelam que a escala de orientação significativa mostra escores mais elevados que as demais, diferencia grupos (segundo sexo e nível de motivação), apresenta associação significante com a escala de orientação estratégica e com medidas de avaliação do curso e de rendimento acadêmico, e tem estabilidade moderada. As implicações dos achados são comentadas. O perfil de orientação de estudo fornecido pelo Inventário utilizado pode ser útil para monitorar as dimensões de variação do enfoque de aprendizagem adotado por estudantes nos diversos contextos do ensino médico.
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Sadkowska, Anna, David Wilde, and Tom Fisher. "Third Age Men's Experience of Fashion and Clothing." Age, Culture, Humanities: An Interdisciplinary Journal 2 (January 1, 2015): 35–70. http://dx.doi.org/10.7146/ageculturehumanities.v2i.130609.

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This paper is set within the context of the current shift in focus around aging from an objective to a subjective stance, placing the emphasis on individuality (Bennett and Hodkinson; Powell and Gilbert) and resulting in the emergence and development of cultural gerontology. Human biographies have the potential to be interpreted through the relationships between personal and structural factors, and individual and collective experiences. Fashion and clothes, as communicators and mediators between self and society (Entwistle; Craik) can therefore be seen as key factors in understanding aging identities. Contemporary research on fashion and aging concentrates mainly on older women (Twigg). Whilst this research has told us much about how aging women experience fashion, it excludes the parallel considerations of aging men. This paper addresses this gap by presenting research that investigates how older men negotiate their aging bodies through the media of clothing and fashion. Data were collected via in-depth, semi-structured interviews with fve older men and were analyzed using Interpretative Phenomenological Analysis (IPA). The fndings reveal the experience of fashion and clothing of fve older men who, during their lives, have actively engaged with fashion, considered in the contexts of time, space, and “others” (Kaiser).
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Claxton, Guy. "The Experience of Learning, F. Marton, D. Hounsell and N. Entwistle (editors) (Scottish Academic Press, 1985), pp. ix + 242, £9.75." Scottish Educational Review 17, no. 2 (December 20, 1985): 142–43. http://dx.doi.org/10.1163/27730840-01702015.

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Morales, Angela Patricia, and Marcela Contreras Torregrosa. "Percepción del contexto como factor determinante en el proceso de aprendizaje de la traducción." Hikma 19, no. 2 (December 22, 2020): 31–53. http://dx.doi.org/10.21071/hikma.v19i2.12221.

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Las percepciones de los estudiantes sobre el contexto de aprendizaje determinan la forma en que ellos aprenden (Ramsden y Entwistle, 1981) y desarrollan sus competencias profesionales, concepto fundamental como eje conductor de los estudios superiores. Una de las competencias traductoras, la subcompetencia extralingüística (PACTE, 2001) se refiere al conocimiento de campos temáticos, esenciales en todas las áreas de traducción especializada. Para propiciar el desarrollo de esta competencia, se diseñó un proyecto en la carrera de Licenciatura en Lingüística Aplicada a la Traducción de la Universidad de Santiago de Chile que consistió en la traducción colaborativa al español de textos en inglés facilitados por especialistas de esa institución, quienes asesoraron a los estudiantes durante el proceso. Al finalizar el proyecto, se analizaron las percepciones de los estudiantes sobre este contexto de aprendizaje dividido en tres áreas: calidad de los cursos y de la docencia, evaluación y ámbitos del conocimiento. El proyecto se implementó en la asignatura de Traducción Especializada en Ciencias Sociales y los estudiantes lo valoraron favorablemente en un cuestionario final y en una bitácora de reflexión. Lo destacaron como una práctica colaborativa motivadora que les permitió tomar conciencia de la complejidad del proceso traductor y descubrir sus fortalezas y debilidades.
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Duff, Angus. "A note on the reliability and validity of a 30-item version of Entwistle & Tait's Revised Approaches to Studying Inventory." British Journal of Educational Psychology 67, no. 4 (December 1997): 529–39. http://dx.doi.org/10.1111/j.2044-8279.1997.tb01263.x.

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Frost, Gail, and Maureen Connolly. "Is Fine Tuning Possible with Grade-Focused Students?" Collected Essays on Learning and Teaching 9 (June 20, 2016): 147. http://dx.doi.org/10.22329/celt.v9i0.4442.

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In our service-learning courses, students work with real people and record and reflect on these experiences, to learn appropriate professional behavior, how to think creatively, and how to respond to changing circumstances. Many of our students are strategic learners, characterized by alertness to assessment and intention to achieve the highest possible grades (Entwistle, Tait, & McCune, 2000). Their need to be correct often overrides the opportunity to explore ideas, troubleshoot, and problem solve. Their slavish allegiance to one correct answer prevents many from engaging in the messy processes of trial and error, formative feedback and assessment, reflection, and refinement (Dewey, 1938). They not only avoid the benefits of proximal learning, they also deny themselves the benefits of cognitive play that Vygotsky (1962) encourages. An end of term binge, their rush to get work done at the eleventh hour, can occur because many seem reluctant to take advantage of formative feedback opportunities (i.e. fine tuning) during the term. Accompanying this binge is the concomitant expectation of immediate feedback from the instructor, and the equally unrealistic expectation of their own spontaneous comprehension of the material without adequate assimilation time. This paper will describe our efforts to implement formative assessment in our classes. We present a number of formative assessment examples, discuss the pros and cons of teaching this way, and suggest some implementation strategies that enhance student motivation and timely engagement.
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Bannigan, Katrina. "Clinical Effectiveness: Systematic Reviews and Evidence-Based Practice in Occupational Therapy." British Journal of Occupational Therapy 60, no. 11 (November 1997): 479–83. http://dx.doi.org/10.1177/030802269706001105.

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Evidence-based health care can be defined as an approach to health care that involves finding and using up-to-date research into the effectiveness of health care interventions to inform decision making (Entwistle et al, 1996). For many occupational therapists, the practicalities of keeping up to date with the best research evidence is difficult; however, through the National Health Service Centre for Reviews and Dissemination (NHS CRD), the NHS Research and Development (R&D) Programme is aiming to improve the availability of high quality research evidence to all health care professionals. The NHS CRD carries out and commissions systematic reviews. Systematic reviews are a means of pulling together large quantities of research information and are considered to be one of the most reliable sources of information about effectiveness (Chalmers and Altman, 1995). The NHS CRD also disseminates the findings of systematic reviews, one method of which is through the Database of Abstracts of Reviews of Effectiveness (DARE). The relevance of systematic reviews to the clinical practice of occupational therapists is explored in this paper using two examples: a poor quality and a high quality systematic review identified from the abstracting process for DARE. Both reviews are directly relevant to occupational therapy, being about sensory integration and falls in the elderly respectively. The implications of these reviews for evidence-based practice in occupational therapy are discussed.
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46

Castaño, Elkin. "El efecto colegio sobre la variabilidad del rendimiento en matemáticas." Lecturas de Economía, no. 49 (March 18, 2010): 47–57. http://dx.doi.org/10.17533/udea.le.n49a4909.

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En estudios de educación, es de gran interés tratar de determinar la importancia que tienen las características propias de los colegios sobre el rendimiento que obtienen sus estudiantes. En otras palabras, los investigadores quieren saber qué porcentaje de la variabilidad del rendimiento es explicado por el “efecto colegio”. Desafortunadamente, en la mayoría de los estudios realizados hasta ahora, esta pregunta ha quedado sin respuesta debido a que las técnicas usadas, como la regresión lineal estándar, no permiten descomponer la variabilidad del rendimiento entre la variabilidad explicada por las características propias de los estudiantes y la explicada por las características de los colegios. Dichas técnicas fallan al no reconocer que en estos casos los datos son generados por estructuras jerárquicas, es decir los datos son observados en diferentes niveles: generalmente se tiene variables que describen los individuos, y los individuos están agrupados en unidades más grandes de las cuáles también se tienen variables que las describen. Este trabajo ilustra como el uso de los modelos jerárquicos lineales (Mason, Wong y Entwistle, 1983; Bryck y Raundenbush, 1992) sobre la Encuesta Saber 93, permite concluir que aproximadamente el 29% de la varianza del rendimiento en matemáticas de los estudiantes de tercero de primaria es explicada por el efecto colegio. Palabras Clave: Regresión lineal, modelos jerárquicos, efecto colegio, efectos aleatorios, rendimiento en matemáticas.
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Culianu, Ioan Petru. "The Rāsa māna ke pada of Kevalarāma: A Medieval Hindi Text of the Eighth Gaddī of the Vallabha Sect. A. W. Entwistle." History of Religions 27, no. 1 (August 1987): 108. http://dx.doi.org/10.1086/463108.

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Drever, Eric. "What Makes Exam Questions Difficult? Alastair Pollitt, Carolyn Hutchir1son, Noel Entwistle and Christine de Luca (Scottish Academic Press, 1985), 192 pp. £8.75." Scottish Educational Review 17, no. 1 (December 20, 1985): 70–71. http://dx.doi.org/10.1163/27730840-01701017.

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ÇELİK, Pınar, and Prof dr ilhan SILAY. "Öğrenme Yaklaşımları ve Çalışma Becerileri Ölçeğinin Türk Örneklemi Üzerinde Psikometrik Değerlendirmesi." Kastamonu Eğitim Dergisi 30, no. 3 (July 31, 2022): 679–90. http://dx.doi.org/10.24106/kefdergi.838212.

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Bu çalışmanın amacı, öğrenme yaklaşımları ve çalışma becerileri ölçeğinin beşli likert tipi, 52 madde, 3 faktörden (derinsel, stratejik, yüzeysel) oluşan ikinci bölümünün Türkçe uyarlamasının yapılarak, faktör yapısının incelenmesidir. Bu amaçla ilk olarak yazarlardan Noel Entwistle ile elektronik posta yoluyla iletişim kuruldu ve ölçeğin uyarlanabileceğine ilişkin gerekli izin alındı. İngiliz ve Türk dili uzmanlarından yardım alınarak Türkçeye çevrilen ölçeğin İngilizce ve Türkçe versiyonları Dokuz Eylül Üniversitesi (DEU) İngilizce Öğretmenliği öğrencilerine (N=46) bir hafta arayla uygulandı ve öğrencilerin her iki uygulamadan aldıkları puanlar arasında yüksek düzeyde korelasyon bulunduğu (r= .805, p=.00) belirlendi. Ardından, ölçeğin faktör yapılarının incelenmesi için DEU’ de öğrenim gören ve temel fizik dersi alan 421 öğrenciden toplanan veriler ile Açıklayıcı Faktör Analizi (EFA) yapıldı ve faktör yükleri .4’ ün altında ve faktör yükleri arasındaki fark .1’ den küçük olan 5 maddenin ölçekten çıkarılması ile ölçeğin orijinal faktör yapısı ile uyumlu 3 faktör altında toplanabileceği belirlendi. Ölçeğin açıklayıcı faktör analizi ile belirlenen üç faktörlü yapısının uyumluluğunu test etmek amacı ile ölçek, doğrulayıcı faktör analizine (CFA) tabii tutuldu. CFA sonunda üç faktörlü yapının veri setimizle yeterli düzeyde uyumlu olduğu belirlendi (χ2/sd=1.96, RMSEA=.072; CFI=.82, GFI=.78, NFI=.88). Ayrıca ASSIST’in öğrencilerin öğrenme yaklaşımlarını birbirinden ayırmada ne derece başarılı olduğunu saptamak ve ayırma fonksiyonlarını belirleyebilmek için ölçek, ayırma analizine tabii tutuldu. Yapılan karesel ayırma analizi ile ölçekteki 3 alt boyuttan birine atanan bir öğrencinin, diğer alt boyutlardan anlamlı düzeyde ayrılmış kabul edilebildiği ve böylelikle öğrencilerin öğrenme yaklaşımlarının başarılı şekilde saptanabildiği sonucuna ulaşıldı.
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Valadas, Sandra Cristina Andrade Teodósio dos Santos, Fernando Ribeiro Gonçalves, and Luís Miguel Madeira Faísca. "Perfis de aprendizagem de estudantes do ensino superior: Abordagens ao estudo, concepções de aprendizagem e preferências por diferentes tipos de ensino." Análise Psicológica 29, no. 3 (November 24, 2012): 369–89. http://dx.doi.org/10.14417/ap.58.

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Tendo por base o trabalho de Entwistle e colaboradores sobre a forma como os estudantes do ensino superior percepcionam e vivem as experiências de aprendizagem, foram objectivos centrais do presente trabalho, por um lado, conhecer e analisar os significados atribuídos por estudantes à aprendizagem, ao estudo e às preferências por tipos de ensino e, neste sentido, perceber de que forma os estudantes conceptualizam o que lhes é exigido em termos de aprendizagem na universidade; e por outro, compreender se serão divergentes as abordagens ao estudo e as concepções de aprendizagem de estudantes de diferentes áreas científicas e anos. Foram consideradas as percepções dos estudantes em relação ao ambiente de ensino-aprendizagem, entendidas como indicadores que influenciam o que os estudantes pensam sobre o ensino, o estudo e a aprendizagem (preferências por tipos de aulas e de ensino). Considerando a proximidade dos constructos, quisemos ainda relacionar as abordagens à aprendizagem com as concepções de aprendizagem (reprodutivas e significativas) e com a preferência por formas de ensino e de instrução diversificadas. Foi também nossa intenção definir perfis em função das formas como os estudantes abordam o estudo e a aprendizagem.O estudo realizado assume uma natureza descritiva, correlacional e não experimental, tendo sido desenvolvido com 568 estudantes de uma instituição universitária do sul do país. Os resultados obtidos permitem-nos afirmar a existência de algumas diferenças significativas em função do ano e do domínio científico, bem como identificar perfis dissonantes em termos das formas como os estudantes abordam o estudo e a aprendizagem.
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