丹巴县高中阶段教育发展调研报告

丹巴县高中阶段教育现状可归纳为：经济地理限制,发展基础薄弱;校园占地面积狭小,无扩展空间;资金投入少,资源配置不足;优质教师外流,优质生源外流;高中阶段普及率低,高考上线率低;学校缺乏竞争力,师生向心力不强。     

Reflections of an Online Social Work Professor: Illuminating an Alternative Pedagogy

ABSTRACT

Research in distance education has investigated student satisfaction and learning outcomes, comparing face-to-face with online delivery formats, and tested various technological tools, but has yet to consider alternative pedagogies. Liberatory pedagogy facilitates critical thinking, awareness, reflection and social action around constructs such as race, gender, and class. This paper uses Scholarly Personal Narrative to explore opportunities and challenges of implementing liberatory pedagogy within a virtual classroom. Themes include identity, body, mind, spirit, voice, authenticity, and self-actualization. Liberatory pedagogy emphasizes critical consciousness of oppression, aligns with professional values and ethics, encourages societal well-being, and would appear to enhance online social work education.     

Cognitive and social help giving in online teaching: an exploratory study

While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered.

Supporting new school leaders: findings from a university‐based leadership coaching program for new administrators

Administrators need intense support in their early years in their jobs to master the demands of the position and to emerge as effective leaders for their schools. This article reports on a leadership coaching program offered by a university to support graduates as they transition to new school leadership roles. First year research results of the Program for New Principals indicate that all of the program participants felt that the coaching program was a positive addition to the induction experience for new administrators. New principals viewed coaching positively and emphasized that it is both a valuable and unique form of professional development. Both coaches and new principals cited personalized support as one of the coaching model's most significant assets. The results should inform the development of a model of leadership coaching for new administrators.     

Documentocentrism as a theoretical and methodological problem and methods for its solution

The problem of the emergence and development of documentocentrism as a theoretical and methodological approach that views a document as a basic principle is discussed.     

Mobiles for literacy in developing countries: An effectiveness framework

In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy.     

The Impact of an Obstacle Course Sport Education Season on Students' Aerobic Fitness Levels

Abstract

The purpose of this study was to determine if factor patterns of selected sports skills were similar for two samples, a skilled sample and one consisting of a wide range of skills. Comparisons were also made with kinesiological evidence regarding the patterning of basic sports skills. Data consisting of performance scores on various sports skills were available for 166 high school girls. Out of this sample, a smaller sample was drawn consisting of 69 girls who were above average in skill. Two factor models, alpha and incomplete image analysis, were used in the analysis of this data. The factor pattern of selected sports skills performed by subjects above average in skill was similar in many respects to that of a sample which included a wide range of skill. The primary difference lay in the clustering of overarm skills which appeared in the above-average factor pattern. The overarm and push patterns of the above-average sample resembled the patterns of skill obtained through kinesiological analysis. The structure of kicking, underarm, and sidearm skills remained obscure, based on the results of factor analytic techniques.     

Effects of a remote,YouTube-delivered exercise intervention on young adults’physical activity,sedentary behavior,and sleep during the COVID-19 pandemic:Randomized controlled trial

Background:Public health guidelines have called for innovative and flexible physical activity(PA)intervention strategies to promote PA and health amid the coronavirus disease 2019(COVID-19)pandemic.Therefore,this study’s purpose was to examine the effects of a home-based,YouTube-delivered PA intervention grounded in self-determination theory on young adults’free-living PA,sedentary behavior,and sleep quality(NCT04499547).Methods:Sixty-four young adults(48 females;age=22.8±3.4 years,mean±SD;body mass index=23.1±2.6 kg/m²)were randomized(1:1)into the intervention group,which received weekly aerobic and muscle-strengthening PA videos,or control group,which received weekly general health education videos,for 12 weeks.Our primary outcome was free-living moderate-to-vigorous PA(MVPA)and our secondary outcomes were sedentary behavior,light PA,and sleep quality(measured using ActiGraph accelerometers)along with muscle-strengthening PA frequency,self-determination theory-related motivation(non-regulation,external regulation,introjected regulation,identified regulation,integrated regulation,and intrinsic regulation),and perceived PA barriers(assessed using validated questionnaires).Repeated measures analysis of variances(ANOVAs)examined between-group differences at an adjusted significance level of 0.004 and effect sizes as partial eta-squared(η;).Results:We observed statistically significant interaction effects for MVPA,sleep efficiency,muscle-strengthening PA frequency,non-regulation,integrated regulation,intrinsic regulation,and perceived PA barriers(F(1,62)=10.75-77.67,p<0.001-0.002,η_p²=0.15-0.56)with all outcomes favoring the intervention group.We observed no statistically significant differences in either group for sedentary behavior,light PA,sleep duration,or external,introjected,and identified regulations after 12 weeks(F(1,62)=1.11-3.64,p=0.06-0.61).Conclusion:With national COVID-19 restrictions still in place and uncertainty regarding post-pandemic PA environments and behaviors,a remote,YouTube-delivered PA intervention may help foster clinically meaningful improvements in young adults’free-living MVPA,musclestrengthening PA frequency,sleep efficiency,PA-related intrinsic motivation,and perceived PA barriers.     

Embedding Interventions to Promote Self-Determination within Multitiered Systems of Supports

Schools are increasingly exploring the implementation of multitiered systems of support. This article reviews the literature pertaining to efforts to promote self-determination to provide initial direction as to how interventions and supports to promote self-determination could be implemented within a tiered framework. The intent is to provide direction to the field on how such an approach can engage all students—including students with and without disabilities—in their learning across the lifespan to promote positive school and postschool outcomes. Specifically, we review interventions and supports that have been described in the literature pertaining to self-determination, organizing our review and analysis around the traditional three-tier approach. Implications for future research and development to promote the universal applicability of self-determination are discussed.