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241.
Crowe Allison Averett Paige Harris Janee R. Avent Crumb Loni Dietz Syntia Santos 《International journal for the advancement of counseling》2022,44(3):453-468
International Journal for the Advancement of Counselling - Globally, mental illness is still stigmatized by many. The following qualitative study explored beliefs about mental illness and help... 相似文献
242.
In this paper, we argue that there is much that we can learn from the past as we explore the issues raised when designing innovative social media and mobile technologies for learning. Like the social networking that took place in coffee houses in the 1600s, the Internet-enabled social networks of today stand accused of being the so-called “weapons of mass distraction” or worse. However, we point out that modern fears about the dangers of social networking are overdone. The paper goes on to present some of the 1930s ideas of Vygotsky. Part of the Learning Layers project builds on this work; we report on extensive initial co-design work and significant barriers with respect to the design of a mobile Help Seeking tool for the health care sector (UK). We then provide an account of how the Help-Seeking tool is being linked to a Social Semantic Server and briefly report on a follow-up empirical co-design study. We conclude by highlighting associated challenges. 相似文献
243.
This paper introduces a model to guide the process of designing and evaluating study abroad programs, addressing particular stages and influential factors. The main purpose of the model is to serve as a basic structure for those who want to develop their own program or evaluate previous cultural immersion experiences. The model is based on the existing literature, actual experience in designing short-term programs, and on the theoretical evaluation principles of Appreciative Inquiry (Dunlap 2008) and Logic Models (Renger and Titcomb 2002). 相似文献
244.
J. B. Lopes A. A. Silva J. P. Cravino C. A. Santos A. Cunha A. Pinto A. Silva C. Viegas E. Saraiva M. J. Branco 《Research in Science Education》2014,44(3):415-438
This study deals with the problem of how to collect genuine and useful data about science classroom practices, and preserving the complex and holistic nature of teaching and learning. Additionally, we were looking for an instrument that would allow comparability and verifiability for teaching and research purposes. Given the multimodality of teaching and learning processes, we developed the multimodal narrative (MN), which describes what happens during a task and incorporates data such as examples of students’ work, photos, diagrams, etc. Also, it describes teachers’ intentions, preserving the nature of teaching practice in natural settings and it is verifiable and comparable. In this paper, we show how the MN was developed and present the protocol that was used for its construction. We identify the main characteristics of the MN and place it in the context of international research. We explore the potential of the MN for research purposes, illustrating its use in a research study that we carried out. We find that the MN provides a way to gather, organize and transform data, avoiding confusing and time-consuming manipulation of data, while minimizing the natural subjectivity of the narrator. The same MN can be used by the same or by different researchers for different purposes. Furthermore, the same MN can be used with different analysis techniques. It is also possible to study research practices on a large scale using MNs from different teachers and lessons. We propose that MNs can also be useful for teachers’ professional development. 相似文献
245.
The role of information and communication technologies (ICT) in education is well recognised – learning environments where the ICT features included are being proposed for many years now. The Web Geometry Laboratory (WGL) innovates in proposing a blended learning, collaborative and adaptive learning Web-environment for geometry. It integrates a well-known dynamic geometry system providing an adaptive environment where face-to-face activities can be combined with computer-mediated activities, in a collaborative or stand-alone, synchronous or asynchronous, classroom or homework way. The WGL collaborative environment allows each student to capitalise on one another's resources and skills. Its adaptive module gives to each teacher the ability to assess the geometric level of each student, allowing the teacher to build the individual profile and/or learning paths. In this paper we begin describing what are the goals that support the development of such an environment, the goals that support our beliefs in the usefulness of such an environment for the teaching and learning of geometry, after which we describe the environment and the case studies already conducted. 相似文献
246.
The European Higher Education Area (EHEA) has required continuous assessment at university in Spain. The goal of this paper is to analyse how continuous assessment modifies the subject’s final mark, to ascertain whether it improves or lowers the final exam score and to determine whether other variables also affect this relationship. To accomplish this, we have created a database with the marks earned by students who took the final exam in the Financial Accounting class at university in the last three academic years. A variation index of the exam score was constructed as a consequence of continuous assessment, and it was analysed both quantitatively and qualitatively. The results obtained from the marks and the index were analysed using contingency tables, ANOVA, regression analyses and a contrast of differences in mean. The main conclusions allow us to state that continuous assessment has an important direct effect on the learning process as well as on the final exam score and the overall class mark, and that other variables also influence them. 相似文献
247.
Maria Helena Martins Maria Leonor Borges Teresa Gonçalves 《International Journal of Inclusive Education》2018,22(5):527-542
In this article, we present data concerning the inclusion of students with disabilities in higher education (HE) at a Portuguese university. This research is part of a wider project designed to understand the trajectories and experiences of students with disabilities at the University of Algarve. This exploratory study raises questions about inclusion and discusses this concept based on the perspectives of academic and non-academic staff. A qualitative approach was used to provide an informative exploration of attitudes towards inclusive education and recommendations for promoting best practices therein. Data were collected using semi-structured interviews. We found positive perceptions of university staff members about the inclusion of the students with disabilities. However, more effort is needed to provide these students with opportunities to continue their academic career in HE and to promote inclusion, personal development and participation in social and economic life. Although inclusive education is on political and educational agendas, the perception of disabilities as deficits prevails. The findings of this study, therefore, reveal that changes must be implemented to effectively adopt the social and educational model of disability. 相似文献
248.
Differential Learning as a Key Training Approach to Improve Creative and Tactical Behavior in Soccer
Sara Santos Diogo Coutinho Bruno Gonçalves Wolfgang Schöllhorn Jaime Sampaio Nuno Leite 《Research quarterly for exercise and sport》2018,89(1):11-24
Purpose: The aim of this study was to identify the effects of a differential-learning program, embedded in small-sided games, on the creative and tactical behavior of youth soccer players. Forty players from under-13 (U13) and under-15 (U15) were allocated into control and experimental groups and were tested using a randomized pretest to posttest design using small-sided games situations. Method: The experimental group participated in a 5-month differential-learning program embodied in small-sided games situations, while the control group participated in a typical small-sided games training program. In-game creativity was assessed through notational analyses of the creative components, and the players’ positional data were used to compute tactical-derived variables. Results: The findings suggested that differential learning facilitated the development of creative components, mainly concerning attempts (U13, small; U15, small), versatility (U13, moderate; U15, small), and originality (U13, unclear; U15, small) of players’ actions. Likewise, the differential-learning approach provided a decrease in fails during the game in both experimental groups (moderate). Moreover, differential learning seemed to favor regularity in pitch-positioning behavior for the distance between players’ dyads (U13, small; U15, small), the distance to the team target (U13, moderate; U15, small), and the distance to the opponent target (U13, moderate; U15, small). Conclusions: The differential-learning program stressed creative and positional behavior in both age groups with a distinct magnitude of effects, with the U13 players demonstrating higher improvements over the U15 players. Overall, these findings confirmed that the technical variability promoted by differential learning nurtures regularity of positioning behavior. 相似文献
249.
João Paulo Lopes-Silva Jonatas Ferreira Da Silva Santos Guilherme Giannini Artioli Irineu Loturco Chris Abbiss Emerson Franchini 《European Journal of Sport Science》2018,18(3):431-440
Purpose: To investigate the effect of sodium bicarbonate (NaHCO3) on performance and estimated energy system contribution during simulated taekwondo combat. Methods: Nine taekwondo athletes completed two experimental sessions separated by at least 48?h. Athletes consumed 300?mg/kg body mass of NaHCO3 or placebo (CaCO3) 90?min before the combat simulation (three rounds of 2 min separated by 1 min passive recovery), in a double-blind, randomized, repeated-measures crossover design. All simulated combat was filmed to quantify the time spent fighting in each round. Lactate concentration [La?] and rating of perceived exertion (RPE) were measured before and after each round, whereas heart rate (HR) and the estimated contribution of the oxidative (WOXI), ATP (adenosine triphosphate)-phosphocreatine (PCr) (WPCR), and glycolytic (W[ La? ]) systems were calculated during the combat simulation. Results: [La?] increased significantly after NaHCO3 ingestion, when compared with the placebo condition (+14%, P?=?0.04, d?=?3.70). NaHCO3 ingestion resulted in greater estimated glycolytic energy contribution in the first round when compared with the placebo condition (+31%, P?=?0.01, d?=?3.48). Total attack time was significantly greater after NaHCO3 when compared with placebo (+13%, P?=?0.05, d?=?1.15). WOXI, WPCR, VO2, HR and RPE were not different between conditions (P?>?0.05). Conclusion: NaHCO3 ingestion was able to increase the contribution of glycolytic metabolism and, therefore, improve performance during simulated taekwondo combat. 相似文献
250.
Milton Alberto Muñoz-Leija Francisco J. Barrera Pablo Patricio Zárate-Garza Alejandro Quiroga-Garza Javier Humberto Martínez-Garza David de la Fuente-Villarreal Santos Guzmán-López Rodrigo Enrique Elizondo-Omaña 《Anatomical sciences education》2022,15(2):369-375
Scientific research and student involvement are critical to the formation of physicians, yet the number of medical researchers has decreased over time. To implement corrective strategies, the variables associated with positive research attitudes and productivity among medical students must be identified. The aim of this study was to evaluate the variables associated with students interested or involved in research. A validated questionnaire was applied to the student members of an established anatomy research group in a Mexican medical school with a six-year medical program. Data were collected and analyzed. A total of 85.5% (n = 77/90) students answered the survey with most respondents being second-year medical students. The majority of respondents indicated that the important component of conducting research was a contribution to the new knowledge (45.5%) and to the scientific community (42.9%). More than half of respondents mentioned a professor or a peer as the initial motivation to become involved in research. Lack of time was the main limitation (59.7%) to research involvement. Perceived benefits were knowledge and team work skills. Of those involved, most (85.7%) wished to continue participating in research as a complement to their clinical work. Professors and student colleagues were found to play an important motivational and recruitment role for medical research. These efforts in turn have developed into long-lasting mentor-mentee relationships. Students also anticipated that early involvement in research will positively influence the likelihood of future physicians' contribution and collaboration in research. 相似文献