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589 results on '"Burke, Catherine"'

4. The impact of perioperative stroke and delirium on outcomes after surgical aortic valve replacement

Author

Miller, Marissa A., Taddei-Peters, Wendy C., Jeffries, Neal O., Buxton, Dennis, Geller, Nancy L., Gordon, David, Burke, Catherine, Lee, Albert, Smith, Tyrone, Moy, Claudia S., Gombos, Ilana Kogan, Weisel, Richard, Gardner, Timothy J., O'Gara, Patrick T., Rose, Eric A., Gelijns, Annetine C., Parides, Michael K., Ascheim, Deborah D., Moskowitz, Alan J., Bagiella, Emilia, Moquete, Ellen, Shah, Kinjal, Overbey, Jessica R., Pan, Stephanie, Chang, Helena, Chase, Melissa, Goldfarb, Seth, Gupta, Lopa, Kirkwood, Katherine, Dobrev, Edlira, Levitan, Ron, O'Sullivan, Karen, Santos, Milerva, Ye, Xia, Mack, Michael, Winkle, Rachelle, Boswell, Haley, Fenlon, Amanda, Johnson, Melissa, Jones, Jessica, Kolb, Megan, Lam, Sarah, Miranda, Lucy, Ward, Jackie, Whitman, Renessa, Zingler, Brittany, Ryan, William, Smith, Robert L., Grayburn, Paul, Nosnik, Pedro, Gillinov, A. Marc, Blackstone, Eugene H., Moazami, Nader, Starling, Randall C., Barzilai, Benico, Grimm, Richard A., Soltesz, Edward G., Katzan, Irene, Strippy, Brian, Smith, Shoi, Garcia, Michelle, Alice bowman, Mary, Geither, Carrie, Wang, Robert, Argenziano, Michael, Borger, Michael, Takayama, Hiroo, Leon, Martin B., Goldsmith, Lyn, Schwartz, Allan, Sookraj, Nadia, McCright-Gill, Talaya, Sreekanth, Sowmya, McCullough, Jock N., Iribarne, Alexander, DeSimone, Joseph P., DiScipio, Anthony W., Stokes, Henry, Ivany, Amanda St., Petty, Gaylin, Smith, Peter K., Alexander, John H., Milano, Carmelo A., Glower, Donald D., Huber, Joel, Morganlander, Joel, Mathew, Joseph P., Welsh, Stacey, Casalinova, Sarah, Johnson, Victoria, Lane, Kathleen, Smith, Derek, Tipton, Greg, Berry, Mark F., Williams, Judson B., Englum, Brian, Hartwig, Matthew, Thourani, Vinod H., Guyton, Robert, Lattouf, Omar, Chen, Edward, Vega, J. David, Baer, Jefferson, Nguyen, Duc, Halkos, Michael, Baio, Kim, Prince, Tamara, Cook, Natascha, Neill, Alexis A., Voisine, Pierre, Senechal, Mario, Dagenais, François, Laforce, Robert, Jr., O'Connor, Kim, Dussault, Gladys, Caouette, Manon, Tremblay, Hugo, Gagne, Nathalie, Dumont, Julie, Landry, Patricia, Groh, Mark A., Trichon, Benjamin H., Binns, Oliver A., Ely, Stephen W., Johnson, Alan M., Hansen, Todd H., Short, John G., Taylor, Reid D., Mangusan, Ralph, Nanney, Tracy, Aubart, Holly, Cross, Kristin, McPeters, Leslie, Riggsbee, Christina, Rixey, Lucy, Michler, Robert E., DeRose, Joseph J., Jr., Goldstein, Daniel J., Bello, Ricardo A., Taub, Cynthia, Spevack, Daniel, Kirchoff, Kathryn, Meli, Rebecca, Garcia, Juan, Goldenberg, Jon, Kealy, Lauren, Perrault, Louis P., Bouchard, Denis, Tanguay, Jean François, O'Meara, Eileen, Lacharité, Jonathan, Robichaud, Sophie, Horvath, Keith A., Corcoran, Philip C., Siegenthaler, Michael P., Murphy, Mandy, Iraola, Margaret, Greenberg, Ann, Kumkumian, Greg, Milner, Mark, Nadareishvili, Zurab, Whitson, Bryan A., Hasan, Ayesha, McDavid, Asia, Fadorsen, Denise, Ouzounian, Maral, Yau, Terry, Farkouh, Michael, Woo, Anna, Cusimano, Robert James, David, Tirone, Feindel, Christopher, Fumakia, Nishit, Christie, Shakira, Mullen, John C., Bissonauth, Asvina, Hripko, Alexandra, Gammie, James S., Noor, Zahid, Mackowick, Kristen, Deasey, Stephanie, Al-Suqi, Manal, Collins, Julia, Acker, Michael A., Messé, Steven, Kirkpatrick, James, Mayer, Mary Lou, McDonald, Caitlin, Fok, Holley, Maffei, Breanna, Cresse, Stephen, Gepty, Christine, Bowdish, Michael, Starnes, Vaughn A., Shavalle, David, Heck, Christi, Hackmann, Amy, Baker, Craig, Fleischman, Fernando, Cunningham, Mark, Lozano, Edward, Hernandez, Michelle, Ailawadi, Gorav, Kron, Irving L., Johnston, Karen, Ghanta, Ravi K., Dent, John M., Kern, John, Yarboro, Leora, Ragosta, Michael, Annex, Brian, Bergin, Jim, Burks, Sandra, Cosner, Mike, Green, China, Loya, Samantha, Kim, Hye Ryun, Bull, David A., Desvigne-Nickens, Patrice, Dixon, Dennis O., Gottesman, Rebecca, Haigney, Mark, Holubkov, Richard, Iadecola, Constantino, Jacobs, Alice, Meslin, Eric M., Murkin, John M., Spertus, John A., Sellke, Frank, McDonald, Cheryl L., Canty, John, Dickert, Neal, Ikonomidis, John S., Kim, KyungMann, Williams, David O., Yancy, Clyde W., Chaturvedi, Seemant, Chimowitz, Marc, Fang, James C., Richenbacher, Wayne, Rao, Vivek, Furie, Karen L., Miller, Rachel, Cook, Jennifer, D'Alessandro, David, Han, Frederick, Pinney, Sean, Walsh, Mary N., Greer, David, Ishida, Koto, Stapf, Christian, Hung, Judy, Zeng, Xin, Hung, David, Satitthummanid, Sudarat, Billelo, Michel, Davatzikos, Christos, Erus, Guray, Karpf, Lauren, Desiderio, Lisa, Browndyke, Jeffrey N., James, Michael L., Toulgoat-Dubois, Yanne, Brassard, Rachele, Virmanu, Renu, Romero, Maria E., Braumann, Ryan, Messé, Steven R., Mack, Michael J., Southerland, Andrew M., Moy, Claudia Scala, and Bowdish, Michael E.

Published
2024
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6. An Exploration of Liminal Pockets of Contestation and Delight in School Spaces

Author

Burke, Catherine

Abstract

Delivered as one of the keynote addresses at the International Standing Committee on the History of Education (ISCHE) Conference held in Porto in July 2019, this paper offers an example of a hitherto overlooked embodied space and place in the history of education. Taking the simple pocket found in children's clothing as a significant, if hidden, site of pupil experience, the article addresses the challenge of thinking with and through the body in opening up new and risky avenues of enquiry. The article demonstrates the potential of a research framework that uses the concept of the vertical imaginary in identifying submerged landscapes of education. I experiment in addressing some of the methodological challenges of researching what we might identify as the "under-stories" in past experiences of schooling. Finally, I conclude with some reflections on the potential of this subterranean research adventure and suggest some reasons why it may be worthwhile for us to examine the potential of other "under-stories" in the history of education.

Published
2021
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7. Students' Learning Patterns and Learning Spaces in Higher Education: An Empirical Investigation in China

Author

Yu, Ji, Vermunt, Jan D., and Burke, Catherine

Abstract

Learning spaces in higher education are changing in crucial and myriad ways. It is important to know how learning spaces are associated with learning in order to provide students with the most appropriate spaces to learn. This study investigates the relationship between students' learning patterns and learning spaces in higher education through empirical work. It was divided into two phases -- firstly, it selected two contrasting learning spaces in a Chinese university and used an adapted Inventory of Learning Styles (ILS) to compare how students went about their learning differently within the spaces. In the second stage, students were recruited to participate in focus group interviews, in which they were asked about their learning experiences of, and attitudes towards, the spaces. Quantitative and qualitative data were combined and analysed in order to identify patterns of covariation that related to features of students' learning patterns and preferences for learning spaces. The findings revealed that students with features of a typical application-directed learning pattern preferred flexible, innovative learning spaces; students who showed characteristics of a reproductive learning pattern considered traditional, didactic learning spaces as desirable or necessary; and students who adopted more strategies of a meaning-directed learning pattern placed less emphasis on the importance of space as they tended to choose different types of learning space according to their own learning needs. Implications for further research and practice of learning spaces in higher education, as well as the generalisability of the findings, are discussed.

Published
2021
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10. Learning spaces: built, natural and digital considerations for learning and learners

Author

Kraftl, Peter, primary, McKenzie, Marcia, additional, Gulson, Kalervo, additional, Accioly, Inny, additional, Burke, Catherine, additional, Clarke, David A. G., additional, Bailon, Raul Olmo Fregoso, additional, Goodyear, Peter, additional, Hartong, Sigrid, additional, Howard, Sarah, additional, Mcphie, Jamie, additional, Meyer, Manulani Aluli, additional, Nxumalo, Fikile, additional, Pykett, Jessica, additional, Green, Julian Sefton, additional, Stovall, David, additional, Talbert, Robert, additional, Tucker, Richard, additional, Wilson, Alex, additional, Blackmore, Jill, additional, Carlo, Perotta, additional, Daniels, Harry, additional, Goodyear, Victoria, additional, Gunasekara, Indrajit, additional, Dunne, Jo Hickman, additional, Lupinacci, John, additional, Mannion, Greg, additional, Nemorin, Selena, additional, Parnell, Rosie, additional, Rautio, Pauliina, additional, Selwyn, Neil, additional, Teelucksingh, Cheryl, additional, Uduku, Ola, additional, and Wood, Adam, additional

Published
2022
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16. The causes and consequences of stigma among individuals involved in the criminal legal system: A systematic review.

Author

Moore, Kelly E., primary, Phillips, Sarah, additional, Kromash, Rachelle, additional, Siebert, Shania, additional, Roberts, Walter, additional, Peltier, MacKenzie, additional, Smith, Madison D., additional, Verplaetse, Terril, additional, Marotta, Phillip, additional, Burke, Catherine, additional, Allison, Genevieve, additional, and McKee, Sherry A., additional

Published
2023
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20. Feet, Footwork, Footwear, and 'Being Alive' in the Modern School

Author

Burke, Catherine

Abstract

This article considers the theoretical argument of anthropologist Tim Ingold, that the denial and subsequent encasement of bare feet in footwear was a critical characteristic of the development of modern societies, in exploring three aspects of feet, footwork, and footwear in the history of the modern school. First, the material conditions of feet and footwear are considered towards a sensory, social, cultural, and symbolic understanding of the significance of these body parts and the technological and relational forces at play in the development of modern school systems. Second, the act, experience, and pedagogical intention of walking to and from school is examined through the memories of ex-pupils recounting informal incidental learning experiences as well as through a progressive ideology of urban anarchist pedagogy. Third, the promotion of modern dance and movement in postwar primary education in England is examined with regard to the significance attached to bare feet and the sense of touch in modern school environments. Finally, the article concludes with some observations regarding the historical significance of a shift of focus to the feet of school children in twentieth-century progressive educational agendas.

Published
2018
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21. Humanism, Modernism and Designing Education: Exploring Progressive Relations between Australia, New Zealand and the West Riding of Yorkshire 1930s-1970s

Author

Burke, Catherine

Abstract

This article takes as a starting point the career of Sir Alec Clegg, Chief Education Officer for the West Riding of Yorkshire (1945-1974), and traces his professional connections with educationists in Australia and New Zealand. In exploring the nature of global exchanges between educators, artists, architects and designers in the decades immediately before and after the Second World War, the intertwining of modernism and progressivism is critically explored in the wider contextual frame of the Arts and Crafts Movement. The notion of increasing the humanity of the classroom occupied the efforts of a constellation of individuals caught up in the desire to redesign schooling in ways that would regenerate democratic relations of living in the post-war world. It is suggested that a common thread connected those concerned to strengthen democracy through combining progressive and modernist attitudes with the potent legacy of the Arts and Crafts Movement.

Published
2018
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22. Creative Discipline in Education and Architecture: Story of a School

Author

Bellfield, Thomas, Burke, Catherine, Cullinan, Dominic, Dyer, Emma, and Szynalska, Karolina

Abstract

The relationship between school buildings and their pedagogies is complex. There is a consensus that the built environment through its structure and organisation can impact education, but it is often unclear or unknown how this happens in individual cases. Here we examine one design process, which led to the construction of a secondary school in England. Driven by an ethos of collaboration, it resulted in a structure that aimed to favour the students, and not the institution's need for controlling them, and it supports collaborative project-based learning. We discuss in detail the design epistemology ('creative discipline') of the architectural practice that facilitated this process, and the employed method ('spin painting' diagrams). We argue that this unique procedure was a catalyst for stimulating collective decision-making, and the visual method employed was a tool for translating the pedagogical model into a tangible structure. It was invented specifically to facilitate generating a shared vision as a necessary condition of compatibility between the school's educational approach and the building's affordances for learning. [For the complete volume, "Making Education: Material School Design and Educational Governance. Educational Governance Research. Volume 9," see ED614539.]

Published
2018
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24. Conclusion

Author

Burke, Catherine, primary, Cunningham, Peter, additional, and Hoare, Lottie, additional

Published
2020
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26. Introduction

Author

Burke, Catherine, primary, Cunningham, Peter, additional, and Hoare, Lottie, additional

Published
2020
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41. Recovering Lost Histories of Educational Design: A Case Study in Contemporary Participatory Strategies

Author

Burke, Catherine and Könings, Karen D.

Abstract

Past practices shape and limit the design imagination of teachers, pupils, parents, governors, and others concerned with designing modern schools. Bringing histories of education to the table in the participatory design process of new school buildings and curricula is necessary. Schools having an extraordinary past have the potential to draw from that prefigurative practice. This paper reports a case study on how the Kees Boeke School in The Netherlands recently has returned to its own history in addressing the needs of its current and future learners in a redesign project. Through addressing the question of how the redesign might reflect a reconnection with the original vision of education espoused by Boeke--learning in relative freedom, with awareness of responsibilities for own and community's well-being--the school management, architects, teachers, and students took part in a participatory design process. That process and the resulting school design is discussed. From this case study we argue that past adventures in education can inspire current redesign. Past experiences as well as concerns and beliefs about the future are an inevitable influence on initiatives to realise schools for the future, both for schools with experimental and those with traditional histories.

Published
2016
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