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排序方式: 共有174条查询结果,搜索用时 15 毫秒
171.
Nour El Helou Geoffroy Berthelot Valérie Thibault Muriel Tafflet Hala Nassif Frédéric Campion 《Journal of sports sciences》2013,31(7):789-796
Abstract Road cycling ranks among the most intense endurance exercises. Previous studies and mathematical models describing road cycling have not analysed performances per se. We describe the evolution of road cycling performance over the past 116 years. We studied the top ten cyclists' mean speeds in eight famous classic races and three European Grand Tours, using a previously published multi-exponential model that highlights the different progression periods of an event during the century. In addition, we measured an indicator of difficulty for the Tour de France by calculating the climbing index (i.e. the total altitude climbed over total distance). The eleven races' mean speed increased progressively from 23.13 km · h?1 in 1892 to 41.19 ± 2.03 km · h?1 in 2008. Road cycling development, like other quantifiable disciplines, fits a piecewise progression pattern that follows three periods: before, between, and after the two World Wars. However, a fourth period begins after 1993, providing a speed progression of 6.38% from the third one. The Tour de France's climbing index also provided insight into a recent paradoxical relationship with speeds: when the climbing index increased, the winner's speed also increased. Our results show a major improvement (6.38%) in road cycling performance in the last 20 years and question the role of extra-physiological parameters in this recent progression. 相似文献
172.
This study examined and supported the efforts of Tina, an experienced elementary teacher, in helping her fourth graders internalize informed views of the inferential, tentative, and creative nature of science (NOS). Tina held informed views of, and was motivated to teach about, NOS. The study aimed to answer the following question: What specific supports were needed to enable Tina to make the target NOS elements explicit in her teaching? The lead researcher visited Tina's classroom every week and interacted with her on a continuous basis. Data sources included classroom observations and videotapes, teacher NOS questionnaires and associated interviews, teacher–researcher communications, and teacher and researcher logs. Although Tina's understandings and intentions were necessary to enable her to teach about NOS, they were not sufficient. Tina needed support to translate her NOS views and intentions into pedagogically appropriate instructional activities that would make the target NOS aspects accessible to her students. Socially mediated support was needed at the personal level in terms of helping Tina activate her tacit NOS understandings, and at the professional level in terms of modeling explicit NOS instruction in Tina's own classroom by the lead researcher. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 1025–1049, 2003 相似文献
173.
Eddy Cavalli Lynne G. Duncan Carsten Elbro Abdessadek El Ahmadi Pascale Colé 《Annals of dyslexia》2017,67(1):63-84
A phonological deficit constitutes a primary cause of developmental dyslexia, which persists into adulthood and can explain some aspects of their reading impairment. Nevertheless, some dyslexic adults successfully manage to study at university level, although very little is currently known about how they achieve this. The present study investigated at both the individual and group levels, whether the development of another oral language skill, namely, morphological knowledge, can be preserved and dissociated from the development of phonological knowledge. Reading, phonological, and morphological abilities were measured in 20 dyslexic and 20 non-dyslexic university students. The results confirmed the persistence of deficits in phonological but not morphological abilities, thereby revealing a dissociation in the development of these two skills. Moreover, the magnitude of the dissociation correlated with reading level. The outcome supports the claim that university students with dyslexia may compensate for phonological weaknesses by drawing on morphological knowledge in reading. 相似文献
174.
Therese N. Hopfenbeck Jenny Lenkeit Yasmine El Masri Kate Cantrell Jeanne Ryan Jo-Anne Baird 《Scandinavian Journal of Educational Research》2018,62(3):333-353
International large-scale assessments are on the rise, with the Programme for International Student Assessment (PISA) seen by many as having strategic prominence in education policy debates. The present article reviews PISA-related English-language peer-reviewed articles from the programme’s first cycle in 2000 to its most current in 2015. Five literature bases were searched, and results were analysed with SPSS. Results map the frequency of publications according to journal, country, and scientific discipline. They also summarise major themes within three identified categories: secondary analysis, policy impact, and critiques. Findings indicated that studies based on the PISA dataset has led to progress in educational research while simultaneously pointing to the need for caution when using this research to inform educational policy. 相似文献