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991.
992.
Luis Javier Ruiz Cazorla José Luis Chinchilla Minguet Iván López Fernández 《Quest (Human Kinetics)》2013,65(4):352-365
In this article we analyze from a multidisciplinary perspective some of the philosophical foundations which underpin the theories on Olympism fostered by the current Olympic institutions. We start from the theory that Olympist idealism1 is based on social representations of the modern sport, implicit to which is the ideological justification for the political and social practices of the Olympic Movement (OM) regarding the various historical episodes in which it has been caught up. This idealism has shaped an inherited view of the sport which has moved beyond the ambit of the OM and into the realm of sports science, which has adopted and continues to adopt some of the postulates of the Olympist discourse when undertaking a critical review of the Olympic history and philosophy. 相似文献
993.
José J. Canals-Cerdá 《Journal of Cultural Economics》2012,36(1):67-85
Using a unique dataset of art auctions on eBay, we conduct an empirical analysis of the value of a seller’s online reputation.
Several aspects distinguish our work from most existing research. We analyze a heterogeneous panel data consisting of a large
number of observations over a large period of time, including significant variation in reputation across and within sellers.
The panel structure of our dataset allows us to employ fixed effects techniques to control for observed and unobserved differences
across auctions. Our results point to a highly significant, and sizable, impact of a negative reputation on the behavior of
market participants and on market outcomes. Negative feedback is associated with a significant reduction in the number of
bidders and a reduction in the probability of sale; negative feedback is also associated with a significant reduction in sale
price. Consistent with previous research, the impact of additional positive feedback on market outcomes for the seasoned sellers
in our sample is not statistically significant. 相似文献
994.
Oliver Dickhäuser Marc-André Reinhard 《European Journal of Psychology of Education - EJPE》2010,25(3):399-409
Individual differences in need for cognition (NFC) have been found to correspond with differences in information processing.
Individuals with lower NFC process information using a peripheral route compared to individuals higher in NFC. These differences
may effect the formation of performance expectancies. Based on previous work demonstrating that the formation of performance
expectancies can be understood as an information-processing event and that inferring expectancies from the specific self-concept
requires cognitive motivation, we tested whether students with higher NFC had performance expectancies in a specific subject
that more strongly depended on their specific self-concept. Three hundred seventy-five students from grade 8 and 9 reported
their NFC, their performance expectancies for the final report card in Mathematics and German, the general self-concept, and
specific self-concepts in Mathematics and German. Multiple linear regressions supported the interaction hypothesis concerning
performance expectancies in Mathematics and German. The higher the students’ NFC, the stronger performance expectancies were
related to the corresponding specific self-concept. Individual differences in NFC influence motivational processes and should
be included in models describing the relation between self-concepts and students’ beliefs like expectancies. 相似文献
995.
Jo?o Pedro da Ponte 《Journal of Mathematics Teacher Education》2012,15(4):317-327
This article presents the extended workshop, a national professional development programme that was used in the preparatory stages of the introduction of a new mathematics curriculum for basic education (grades 1–9) in Portugal. These workshops are based on five major ideas—orientation towards practice, focus on students’ learning, collaboration, practitioner research, and change of professional culture. The evaluation shows that these workshops constituted a stimulating professional development setting that encouraged teachers to reflect about classroom practice and students’ learning and was quite successful in supporting an overall movement favourable to the orientations of the new curriculum. 相似文献
996.
Inne Vandyck Rick de Graaff Albert Pilot Jos Beishuizen 《Learning Environments Research》2012,15(3):299-318
School?Cuniversity partnerships (SUPs) are considered a way of improving teacher education. For the successful implementation of such partnerships, cooperation between the different stakeholders is of crucial importance. Therefore, most partnerships are organised in short- and long-term teams, which are usually composed of teachers, student teachers and representatives of the university faculty. This study focused on the collaboration process of a team of modern language teachers who work and learn together in a teacher community. The aim of this study was to investigate how to design a learning environment that stimulates community development in these teams, applying the cooperative learning model of Johnson and Johnson in Learning together and alone: cooperative, competitive, and individualistic learning. Allyn and Bacon, Boston, (1999). Based on this model, design principles were developed to stimulate community development in this group. Community development was measured through observations of the meetings of the group, using the community model of Admiraal, Lockhorst and van der Pol described in this issue. The five principles found relevant in this SUP team were profiling the group as an identity, equivalent cooperation, rotating the chairperson, reflecting on the collaboration and giving feedback on the products made in the group. 相似文献
997.
998.
999.
Gurjão AL Gobbi LT Carneiro NH Gonçalves R Ferreira de Moura R Cyrino ES Altimari LR Gobbi S 《Research quarterly for exercise and sport》2012,83(2):268-275
We analyzed the effect of an 8-week strength training (ST) program on the rate of force development (RFD) and electromyographic activity (EMG) in older women. Seventeen women (M age = 63.4 years, SD = 4.9) without previous ST experience were randomly assigned to either a control (n=7) or training (n=10) group. A leg-press isometric test was used for assessment. ST (three sessions/ week, three sets of 10-12 repetition maximum, five different exercises) induced significant increases (p < .05) on peak RPD (48.4%) and on RFD) and EMG of vastus medialis at time intervals of 0-50, 0-100, 0-150, and 0-200 ms (41.1-69.2% and 43.8-64.3%, respectively). Therefore, ST resulted in favorable changes in neuromuscular responses in older women. 相似文献
1000.
Hans A. Pant André A. Rupp Simon P. Tiffin-Richards Olaf Köller 《Studies in Educational Evaluation》2009,35(2-3):95-101
Standard-setting procedures are a key component within many large-scale educational assessment systems. They are consensual approaches in which committees of experts set cut-scores on continuous proficiency scales, which facilitate communication of proficiency distributions of students to a wide variety of stakeholders. This communicative function makes standard-setting studies a key gateway for validity concerns at the intersection of evidentiary and consequential aspects of score interpretations. This short review paper describes the conceptual and empirical basis of validity arguments for standard-setting procedures in light of recent research on validity theory. It specifically demonstrates how procedural and internal evidence for the validity of standard-setting procedures can be collected to form part of the consequential basis of validity evidence for test use. 相似文献