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Jennifer Mahon 《Int J Intercult Relat》2009,33(1):46-56
Competent teachers are competent communicators who are able to build and sustain interpersonal relationships across culture and across conflict. The following study was designed to validate and extend prior research [Mahon, J. A. (2003). Intercultural sensitivity development of practicing teachers. Dissertation Abstracts International, 64(7), 2353A (UMI No. 3097199); Mahon, J. A. (2006). Under the invisibility cloak? Teacher understanding of cultural difference. Intercultural Education, 17(4), 391–407] that showed a majority of teachers had ethnocentric levels of intercultural sensitivity (ICS) as measured by the Intercultural Development Inventory (IDI) [Intercultural Communication Institute (ICI). (1999a). The intercultural development inventory. Portland, Oregon: Intercultural Communication Institute]. Qualitative data also suggested teachers with less sophisticated understandings of culture avoided intercultural conflict situations. The following research drew upon a sample of 88 teachers in the United States to examine possible relationships between ICS as measured by the IDI, and conflict style as measured by the Thomas–Kilmann Conflict Inventory (TKI) [Consulting Psychologies Press (CPP). (2002). Thomas–Kilmann Conflict Inventory. Palo Alto, CA: Consulting Psychologies Press]. Results indicated the majority of teachers have ethnocentric understandings of culture, and preferred the Compromising conflict style, followed very closely by Avoiding and Accommodating. Further analyses revealed that degree of cooperativeness predicted levels of the dependent variable of ICS. Certain demographic variables shown to be important in prior ICS research were found to predict levels of the dependent variables. 相似文献
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Two mechanisms have been suggested to explain stretching-induced maximum force depression: a mechanical alteration in the stretched muscle and an impairment of neural activation. Electrical stimulation allows standardization of the level of muscle activation without being limited by neural control. The aim of this study was to evaluate the stretching-induced changes in the electrical and mechanical properties of muscle during electrically elicited contractions. Twelve participants (age 22 +/- 1 years; body mass 75 +/- 2 kg; stature 1.79 +/- 0.02 m; mean +/- standard error) underwent six electrical stimulations of the medial gastrocnemius muscle before and after stretching. During the contractions, surface electromyogram (EMG) and mechanomyogram (MMG) were recorded simultaneously together with force. After stretching we found: (i) no differences in EMG parameters; (ii) MMG amplitude decreased by 4 +/- 1% (P < 0.05); and (iii) the peak force, the peak rate of force development, and the acceleration peak of force development decreased by 12 +/- 3%, 14 +/- 1%, and 24 +/- 5%, respectively (P < 0.05). In conclusion, acute passive stretching did not change EMG properties but altered the mechanical characteristics of the contracting muscle. Indeed, muscle force-generating capacity and stiffness of the muscle-tendon unit were significantly impaired. 相似文献
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School is a hyperviolent space for Black students and in particular for Black girls. Black girls continue to be adultified, criminalized, and spirit-murdered by educators who enact racially discriminatory school disciplinary policies. Using literature from racial microaggressions and antiblackness, we introduce a model that we refer to as “antiblack aggressions” to examine the disciplinary experiences of two Black girls who were at the center of a violent assault by a White male School Resource Officer at Spring Valley High School. We provide an analysis of South Carolina's Disturbing Schools Law, and we discuss how an antiblack aggressions model can challenge traditional notions of peace, law, and justice for Black girls in school. 相似文献
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Nurwina Anuar Sarah E. Williams Jennifer Cumming 《European Journal of Sport Science》2017,17(10):1319-1327
The present study aimed to examine whether physical and environment elements of PETTLEP imagery relate to the ability to image five types of sport imagery (i.e. skill, strategy, goal, affect and mastery). Two hundred and ninety participants (152 males, 148 females; Mage?=?20.24 years, SD?=?4.36) from various sports completed the Sport Imagery Ability Questionnaire (SIAQ), and a set of items designed specifically for the study to assess how frequently participants incorporate physical (e.g. ‘I make small movements or gestures during the imagery’) and environment (e.g. ‘I image in the real training/competition environment’) elements of PETTLEP imagery. Structural equation modelling tested a hypothesised model in which imagery priming (i.e. the best fitting physical and environment elements) significantly and positively predicted imagery ability of the different imagery types (skill, β?=?0.38; strategy, β?=?0.23; goal, β?=?0.21; affect, β?=?0.25; mastery, β?=?0.22). The model was a good fit to the data: χ2 (174)?=?263.87, p?<?.001, CFI?=?.96, TLI?=?.95, SRMR?=?.09, RMSEA?=?0.05 (90% CI?=?0.03–0.05). Findings displayed that priming imagery with physical and environment elements is associated with better skill, strategy, goal, affect and mastery imagery ability. The findings extend models of imagery use by indicating that how athletes images may influence their imagery ability. 相似文献
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Evaluating the Comparability of Paper‐ and Computer‐Based Science Tests Across Sex and SES Subgroups
As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed. 相似文献