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341.
Fiona Wilson Conor Gissane John Gormley Ciaran Simms 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):132-142
Lumbar spine injury in rowers is common and ergometer rowing has been cited as a risk factor for this injury. The purpose of this study is to compare lumbar kinematics between ergometer and single scull rowing and to examine the effect of fatigue on kinematics. The sagittal lumbar spine motion of 19 elite male rowers (lumbar spine injury free in the previous six months) was measured with an electrogoniometer during a ‘step test’ on an ergometer and in a single sculling boat. Maximum range of lumbar flexion was recorded in standing for reference. Power output and heart rate were recorded during the ergometer tests. Heart rate was used as a surrogate for power output in the sculling test. Maximum lumbar flexion increased during the step test and was significantly greater on the ergometer (4.4° ± 0.9°change), compared with the boat (+1.3° ± 1.1°change), (3.1°difference, p = 0.035). Compared to the voluntary range of motion, there is an increase of 11.3% (ergometer) and 4.1% (boat). Lumbar spine flexion increases significantly during the course of an ergometer trial while changes in a sculling boat were minimal. Such differences may contribute to the recent findings linking ergometer use to lower-back injury. 相似文献
342.
Changes in family and employment patterns have lead to an increasing need for families to balance work and family roles. Little research has examined work and family conflict among teachers. In the present study, 69 New Zealand teachers completed a survey examining occupational-related demands, family-related demands, work and family conflict, and perceptions of parenting programmes. Occupational task overload, their children's behaviour problems, hours of employment, and work experience increased conflict between work and family. A programme addressing inter-role conflict and managing children's misbehaviour would be of benefit to teachers. Teachers believed organisations should play a role in delivering such programmes. 相似文献
343.
This study evaluates Reading Intervention—a 10-week supplementary reading programme emphasising the link between phonological
awareness and reading—when delivered in a realistic educational setting. Twenty-nine 6-year-olds with reading difficulties
participated in Reading Intervention and their progress and attainments were compared with those of a representative control
group from the same classes, matched on age and gender. Language profiles were also explored. Children with reading difficulties
showed weaknesses in phonological awareness and literacy as well as nonphonological oral language skills and nonverbal reasoning.
During the intervention, the intervention group made significantly greater progress than the control group in early word reading,
phoneme awareness and phonetic spelling. Over a 6-month follow-up period, the intervention group maintained its gains but
during this time made significantly less progress on single word reading, phoneme awareness and phonetic spelling than the
control group. These findings provide evidence that reading interventions can be delivered effectively in standard educational
settings. We argue that a better understanding of how to manage withdrawal of intervention and how to address poor readers’
additional oral language weaknesses is needed. 相似文献
344.
Fiona Murphy 《Learned Publishing》2016,29(1):51-53
Key points
- Technological advances in the amounts of data that researchers generate and use are causing problems for the scholarly communication system.
- How, when and by whom should quality checks and assurance be integrated into this – already overloaded – ecosystem?
- This paper outlines the challenges, illustrates some current initiatives and posits possible directions for the future.
345.
Abaci Serdar Robertson Judy Linklater Holly McNeill Fiona 《Educational technology research and development : ETR & D》2021,69(1):29-34
Educational technology research and development - In response to Philipsen et al.'s (Educ Technol Res Dev 67:1145–1174, 2019) article titled “Improving teacher professional... 相似文献
346.
Fiona J. Hughes-McDonnell 《The New Educator》2016,12(3):269-288
One of the more heated and consequential debates in teacher education today concerns the instructional methods used in preparation programs and the knowledge and skills that teacher candidates should acquire. In this study, I examine looking at learning as a pedagogical approach to transition teacher candidates from the technical conceptions of teaching that they bring to the field toward a conception that more closely aligns with the research on how people learn for understanding (National Research Council 2000, 2005). Data are taken from responses given by teacher candidates to a writing prompt administered at the course outset and field reports they submitted following field assignments that required them to detail moments of learning as they presented volunteer learners with materials they selected to spark their curiosity and elicit exploration. The approach is an application of Duckworth’s critical exploration methodology (2006) in the field of teacher education and responds to the call of leaders in the field of teacher education to articulate a “pedagogy of teacher education” that is grounded in theory (Grossman, 2005) and reflects the nature of teaching for understanding itself (Loughran, 2006). 相似文献
347.
348.
This study examined aspects of academics'satisfaction with theirjob across the eight nations (Australia, Germany, Hong Kong, Israel, Mexico,Sweden, UK, USA). Interesting patterns emerged across countries reflectingdifferences in the international academic climate. The study also exploredpatterns of job satisfaction and dissatisfaction more closely for theAustralian data, and examined the impact of context elements, includingworking climate and atmosphere, on general levels of job satisfaction.Results indicated that factors related to the environment in which academicswork, including university atmosphere, morale, sense of community, andrelationships with colleagues, are the greatest predictors of jobsatisfaction. Implications for university management and governing bodiesare discussed. 相似文献
349.
350.
Fiona Hilferty 《British Journal of Sociology of Education》2008,29(2):161-173
In this article I elaborate a theoretical framework for examining teacher professionalism as an enacted discourse of power. Central to this framework is an understanding of professionalism as a process that relates to the ways teachers attempt to influence the quality and character of their work. For subject teaching associations this process connects to issues of power such as teacher participation in educational policy‐making, and the advocacy of subject interests. In this article I theorise professionalism as enacted by subject teaching associations, arguing that the enacted form is shaped by changing structural, cultural and agential variables. Finally, I explore the interactive relationship between structure, culture and agency in the work of subject teaching associations, and present a working model through which enacted professionalism may be analysed and interpreted. 相似文献