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11.
Nelly P. Stromquist Jing LinCarol Corneilse Steven J. KleesTruphena Choti Caitlin S. Haugen 《International Journal of Educational Development》2013
This study focuses on cultural and institutional factors that affect women's decision to become primary school teachers in Liberia. It exposes current dynamics that account for the male-dominated primary school teaching force and the barriers that dissuade women from becoming teachers. Based on semistructured interviews with pre-service and practicing teachers, school administrators, faculty at teacher training institutions, and Ministry of Education officials, the research findings indicate that women face several cultural barriers to receiving an education: patrilineal assumptions that daughters are destined to become resources for their husbands’ families (and thus a poor investment), early onset of sexual activity and teenage pregnancy, and social expectations about early family formation. Women who enter teacher training programs receive no recognition for their children and family responsibilities and are given insufficient financial support. When women do become teachers, they face difficult working conditions such as distant schools, poor housing facilities, late payments, and large classes filled with overage students. The probability of rural assignment brings additional dissuading factors: poor quality roads and few transportation options, a dearth of safe housing, and lack of childcare services. The study offers several policy options for increasing female teachers in the workforce. 相似文献
12.
Cecilie Rønning Haugen 《Scandinavian Journal of Educational Research》2013,57(4):357-376
Nationally and internationally equity in education has become a key goal. In Norway, a White Paper has been tabled to address how equity can be improved through education. In this paper the pedagogic and knowledge orientation of the initiatives are analyzed and discussed in relation to two models of equity: “equity through equality” and “equity through diversity.” The paper finds that although contradictions are present, the Norwegian ministry clearly favors the equality model. The author claims that the presented policies can be understood as a response to the global educational trend that Apple refers to as “conservative modernization.” This can further be related to Bernstein's “Totally Pedagogised Society,” where the adaptable, trainable individual is a key notion. The paper concludes that the lack of attention given to the diversity of citizens may be a major shortcoming, as lack of recognition is in many ways what causes educational failure in the first place. 相似文献
13.
Thomas Haugen Espen Tonnessen Svein Leirstein Erlend Hem Stephen Seiler 《Journal of sports sciences》2014,32(20):1979-1986
AbstractThe aim of the present study was to investigate the effect of training at an intensity eliciting 90% of maximal sprinting speed on maximal and repeated-sprint performance in soccer. It was hypothesised that sprint training at 90% of maximal velocity would improve soccer-related sprinting. Twenty-two junior club-level male and female soccer players (age 17 ± 1 year, body mass 64 ± 8 kg, body height 174 ± 8 cm) completed an intervention study where the training group (TG) replaced one of their weekly soccer training sessions with a repeated-sprint training session performed at 90% of maximal sprint speed, while the control group (CG) completed regular soccer training according to their teams’ original training plans. Countermovement jump, 12 × 20-m repeated-sprint, VO2max and the Yo-Yo Intermittent Recovery Level 1 test were performed prior to and after a 9-week intervention period. No significant between-group differences were observed for any of the performance indices and effect magnitudes were trivial or small. Before rejecting the hypothesis, we recommend that future studies should perform intervention programmes with either stronger stimulus or at other times during the season where total training load is reduced. 相似文献
14.
Kelly L. Wester Shreya Vaishnav Carrie Wachter Morris Jordan L. Austin Jaimie Stickl Haugen Heather Delgado Lindsey K. Umstead 《Counselor Education & Supervision》2020,59(4):316-325
Research self-efficacy, imposter phenomenon, and scholarly productivity were explored among a sample of 247 counselor educators. In most cases, feeling like an imposter hindered scholarly productivity; however, the interaction of a moderate to frequent amount of imposter feelings with high research self-efficacy increased scholarly productivity. 相似文献
15.
Many librarians support faculty with the publishing process, which includes journal selection and evaluating the impact of their scholarly output. While large universities have the resources for entire departments devoted to bibliometrics, the authors of this article give strategies for faculty publishing support at a smaller liberal arts university. The authors created a LibGuide with publishing resources and presented the initiative to several academic divisions. Faculty were surveyed, and the results indicated that the majority of respondents were interested in assessing journal quality and viewed the library as a resource for help with the publishing process. 相似文献
16.
ABSTRACTThe purpose of this study was to quantify possible differences in sprint mechanical outputs in soccer according to soccer playing standard, position, age and sex. Sprint tests of 674 male and female players were analysed. Theoretical maximal velocity (v0), horizontal force (F0), horizontal power (Pmax), force-velocity slope (SFV), ratio of force (RFmax) and index of force application technique (DRF) were calculated from anthropometric and spatiotemporal data using an inverse dynamic approach applied to the centre-of-mass movement. Players of higher standard exhibited superior F0, v0, Pmax, RFmax and DRF scores (small to large effects) than those of lower standard. Forwards displayed clearly superior values for most outputs, ahead of defenders, midfielders and goalkeepers, respectively. Male >28 y players achieved poorer v0, Pmax and RFmax than <20, 20–24 and 24–28 y players (small to moderate), while female <20 y players showed poorer values than 20–24 and >24 y players for the same measures (small). The sex differences in sprint mechanical properties ranged from small to very large. These results provide a holistic picture of the force-velocity-power profile continuum in sprinting soccer players and serve as useful background information for practitioners when diagnosing individual players and prescribing training programmes. 相似文献
17.
AbstractThe Program for Cooperative Cataloging’s Strategic Directions document for 2018-2021 mark the first explicit mention of diversity and inclusion in PCC strategic planning, but the organization has a significant record of supporting diversity, inclusion and collaboration within the library cataloging community throughout its 25?year history. This paper will outline what the PCC has done to be more diverse and inclusive in its work and collaborations, and offer recommendations on where PCC should go next to even further support diversity, equity, and inclusion with collaboration in the future. 相似文献
18.
Philip M. Sadler Harold Coyle Nancy Cook Smith Jaimie Miller Joel Mintzes Kimberly Tanner John Murray 《CBE life sciences education》2013,12(3):553-575
We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards. 相似文献
19.
Yngvar Ommundsen Richard Haugen Thorleif Lund 《Scandinavian Journal of Educational Research》2013,57(5):461-474
The purpose of the present study is to explore how academic self‐concept and implicit theories of ability are related to four self‐regulation strategies—motivation/diligence, concentration, information processing, and self‐handicapping. The hypothesis is that academic self‐concept and an incremental theory of ability are (1) positively related to motivation/diligence, concentration, and information processing strategies, and (2) negatively related to self‐handicapping strategies. On the basis of inventories 168 teacher students and 60 sport students (a total of 178 females and 50 males) were scored on academic self‐concept, incremental and fixed theories of ability and the four self‐regulation strategies. Multiple regression analysis was used for each self‐regulation strategy as dependent variable, and with academic self‐concept and the ability theories as independent variables. Results revealed that an incremental theory had, as predicted, a positive relation with motivation/diligence and concentration, but had only trivial relations with information processing and self‐handicapping, whereas a fixed theory had only the predicted relation with self‐handicapping. As hypothesised, a high academic self‐concept was positively related to motivation/diligence, conception, and information processing and negatively to self‐handicapping. The findings may indicate that, in order to promote meta‐theoretical processing and prevent student from self‐handicapping, it is important to strengthen academic self‐concept, and to foster an incremental conception of ability among students. 相似文献
20.
Richard Haugen 《Scandinavian Journal of Educational Research》2013,57(4):189-200
Abstract:Haugen, R. 1981. The Prevalence of Additional Problems among Mentally Retarded Pupils as Compared to Mentally Normal Pupils. Scandinavian Journal of Educational Research 25,189‐200. The concept of additional problems is introduced in relation to mentally retarded pupils (MRP). It is defined as a significant discrepancy between a pupil's a) MA and achievements in reading‐writing, mathematics, and speech, b) CA and achievements in vision, hearing, fine and gross motor expression, and c) ‘normal’ somatic and emotional behavior and actual somatic and emotional behavior. The results strongly confirm the hypothesis that the prevalence of additional problems among MRP is greater as compared to mentally normal pupils with respect to all the nine variables under comparison. 相似文献