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81.
This paper reports on an in‐depth interview study of the roles, job jurisdictions and associated learning of higher level teaching assistants (HLTAs). This role has the core purpose of covering classes to enable teacher release for planning, preparation and assessment. HLTAs’ individual job jurisdictions are described and discussed as are implications for their knowledge and practice. The HLTAs are found to have wide‐ranging job domains and, sometimes, unexpected involvements which mean they have to improvise practice. The study acknowledges that these HLTAs are being creatively managed and deployed by head teachers for the sake of teachers and schools. However, they are, at times, required to take on planning and cover duties which are beyond their knowledge and training with a likely impact on children’s learning. Given their training and experience it is asked if covering classes to release teachers is the most effective use of their abilities and time. 相似文献
82.
Paul Daniels Timothy A. Brusseau Morgan S. Hall Lance Davidson Ted D. Adams 《Journal of sports sciences》2018,36(5):529-535
The purpose of this study was to examine the effect of a 12-week resistance training programme on fat-free mass (FFM), muscle cross-sectional area, muscular strength and muscle quality in women who underwent Roux-en-Y gastric bypass surgery. Participants were 16 women (mean age = 44.9 ± 10.2 years) from bariatric surgical groups who were randomly assigned into either a control or an intervention group. Air displacement plethysmography measured FFM and magnetic resonance imaging measured quadriceps muscle cross-sectional area and whole thigh muscle cross-sectional area. Muscular strength and quality was assessed using an estimated 1-Repetition Maximum assessment. All measurements were collected twice, at baseline and at a 12-week follow-up. There were significantly greater improvements in leg press strength (mean differences = 55.4%, P < 0.001, Cohen’s d = 2.4), leg extension strength (mean differences = 18.0%, P = 0.014, Cohen’s d = 0.86) and leg press muscle quality (mean differences = 54.5%, P < 0.001, Cohen’s d = 1.9) in the intervention group compared to the control group following the resistance training programme. The resistance training intervention significantly improved muscular strength and quality; however, it did not illicit changes in FFM or muscle cross-sectional area in women who underwent Roux-en-Y gastric bypass surgery. 相似文献
83.
Food intake of Kalenjin runners in Kenya: A field study. 相似文献
84.
Geoffrey Hall 《Learning & behavior》1973,1(2):157-160
Rats were trained to criterion (CT) and overtrained (OT) on a horizontal against vertical stripes discrimination in the jumping stand. A change in response strategy, from inspecting both stimuli to inspecting just the S?, was observed during overtraining. Replacing the S? with a novel stimulus disrupted performance in the OT Ss, but replacing the S+ did not. Performance in the CT Ss was disrupted, but not very severely, both when the S+ was replaced and when the S? was replaced. These results suggest that OT Ss in the jumping stand come to rely especially upon the S?. The overtraining effects found here are compared with those found in other types of apparatus. 相似文献
85.
Many schools throughout the UK are experiencing challenging behaviour from pupils and high levels of absence and exclusion as they seek to implement initiatives aimed at raising pupil attainment [National Audit Office (2005). Improving school attendance, London: The Stationery Office]. These initiatives often presuppose that pupils will receive adequate levels of guidance and support to help them make curricular, personal, social, and health decisions. However, little is heard from teachers and students undertaking initial teacher education courses on how they have been prepared for this extended role of supporting increasing diverse student populations; nor do we know how they define guidance/pupil support and integrate this with their concept of the professional role of a teacher. This article presents evidence from a one-year study of pupil support in Scotland commissioned by the Scottish Executive Education Department. The study provided evidence for The National Review of Guidance Provision in Scotland [Scottish Executive (2003). The national review of guidance. Edinburgh: Scottish Executive; Scottish Executive (2005). Happy, safe and achieving their potential. Edinburgh: Scottish Executive]. The study explored the views of all 32 local authorities in Scotland, a sample of students in training in two universities and teachers, headteachers and pupils in eight case study schools, and also a sample of their parents. This article focuses specifically on the findings relating to teachers and students in training. It identifies the ways in which they support pupils and how well they think they have been prepared for that task. Two dominant models of pupil support emerge from these data: an embedded and a specialist approach, and these vary according to school and education sector. Primary school teachers were more likely to embed pupil support into their concept of being teachers, whereas secondary teachers perceived it to be a separate, specialist function, which many were reluctant to undertake. Some implications for teacher education are highlighted. 相似文献
86.
87.
Bruce W. Hardy Jeffrey A. Gottfried Kenneth M. Winneg Kathleen Hall Jamieson 《Mass Communication and Society》2014,17(3):329-353
This study tests whether exposure to The Colbert Report influenced knowledge of super PACs and 501(c)(4) groups, and ascertains how having such knowledge influenced viewers' perceptions about the role of money in politics. Our analysis of a national random sample of adults interviewed after the 2012 presidential election found that viewing The Colbert Report both increased peoples' perception of how knowledgeable they were about super PACs and 501(c)(4) groups and increased actual knowledge of campaign finance regulation regarding these independent expenditure groups. Findings suggest that the political satirist was more successful in informing his viewers about super PACs and 501(c)(4) groups than were other types of news media. Viewing The Colbert Report also indirectly influenced how useful his audience perceived money to be in politics. 相似文献
88.
Emma R. Hall Rachel C. Davis Renate Weller Sonya Powney Sarah B. Williams 《Anatomical sciences education》2013,6(1):56-66
Areas of difficulty faced by our veterinary medicine students, with respect to their learning in dissection classes, were identified. These challenges were both general adult‐learning related and specific to the discipline of anatomy. Our aim was to design, implement, and evaluate a modified reciprocal peer‐assisted/team‐based learning format—Doing Dissections Differently (DDD)—to complement existing dissection classes, with the intention of enhancing both student learning and the student learning experience. Second year veterinary medicine students (n = 193), in their usual dissection groups, were randomly assigned to one of four roles: anatomist, clinician, radiologist, and learning resources manager. Students attended a preparatory workshop outlining the skills required for effective execution of their role. They were then asked to perform their roles throughout five consecutive musculoskeletal dissection classes. Student attitudes to dissection classes before and after DDD were evaluated by questionnaire (146 respondents). There was a significant (P = 0.0001) improvement after DDD in a number of areas: increased perceived value of dissection classes as an anatomy learning aid; improved appreciation of the clinical relevance of anatomy; increased use of resources before and during dissection classes; and longer preparation time for dissection classes. Before DDD, 45% of students felt that at least one peer did not contribute usefully to the group during dissection classes; no improvement was seen in this measure after DDD. Although the new format highlighted a potential need to improve teamwork, most students actively engaged with DDD, with dissection classes valued more highly and utilized more effectively. © 2012 American Association of Anatomists. 相似文献
90.
Donna Governor Jori Hall David Jackson 《International Journal of Science Education》2013,35(18):3117-3140
This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom. 相似文献