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71.
Arslan Okan Haser Çiğdem Van Zoest Laura R. 《Journal of Mathematics Teacher Education》2022,25(4):429-452
Journal of Mathematics Teacher Education - To better understand the critical early years of teaching and teacher identity development, this study explored the mathematics teacher identity of two... 相似文献
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Jack E. T. Wells Andrew C. S. Mitchell Laura H. Charalambous Iain M. Fletcher 《Journal of sports sciences》2018,36(16):1847-1851
Whilst previous research has highlighted significant relationships between golfers’ clubhead velocity (CHV) and their vertical jump height and maximum strength, these field-based protocols were unable to measure the actual vertical ground reaction force (vGRF) variables that may correlate to performance. The aim of this study was to investigate relationships between isometric mid-thigh pull (IMTP), countermovement jump (CMJ), squat jump (SJ) and drop jump (DJ) vGRF variables and CHV in highly skilled golfers. Twenty-seven male category 1 golfers performed IMTP, CMJ, SJ and DJ on a dual force platform. The vertical jumps were used to measure positive impulse during different stretch-shortening cycle velocities, with the IMTP assessing peak force (PF) and rate of force development (RFD). Clubhead velocity was measured using a TrackMan launch monitor at a golf driving range. Pearsons correlation coefficient analyses revealed significant relationships between peak CHV and CMJ positive impulse (r = 0.788, p < 0.001), SJ positive impulse (r = 0.692; p < 0.001), DJ positive impulse (r = 0.561, p < 0.01), PF (r = 0.482, p < 0.01), RFD from 0–150 ms (r = 0.343, p < 0.05) and RFD from 0–200 ms (r = 0.398, p < 0.05). The findings from this investigation indicate strong relationships between vertical ground reaction force variables and clubhead velocity. 相似文献
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Raquel Cerdán Eduardo Vidal-Abarca Tomás Martínez Ramiro Gilabert Laura Gil 《Learning and Instruction》2009,19(1):13-27
This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns. 相似文献
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Cognitive authorities in health education classrooms: A nexus analysis on group-based learning tasks
Socio-technical changes have transformed information practices and challenged conceptions of cognitive authorities, referring to information sources that are deemed credible and legitimate and influence people's thinking. Cognitive authorities in group-based knowledge-construction projects in health education lessons were explored in this study. Nexus analysis was used to analyze participant interviews and video-observed social actions in three secondary school health-education classrooms (Grades 8–9) in Finland. The findings show how group-based projects employing multiple information sources offer opportunities for the distribution and co-construction of cognitive authorities. However, explicit negotiations on the authority of sources were rare. Cognitive authorities appeared as contextual and situational but also guided by broader discourses circulating in the scene of action. By embedding information literacy instruction throughout the curriculum, information professionals and teachers can support young learners to recognize relevant authorities in different spheres of knowledge and to become competent users of health information. 相似文献
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Laura Shannonhouse Sejal Barden A. Keith Mobley 《Counselor Education & Supervision》2015,54(4):302-319
The authors explore the impact of a 3‐week homestay cultural immersion on 10 counselor trainees by analyzing their 210 structured journals using consensual qualitative research. Findings suggest that establishing meaningful relationships and engaging in critical reflection are central to increasing multicultural awareness. Implications for multicultural counseling training and research are provided. 相似文献
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