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81.
In this paper, the authors discuss two complementary life history research projects investigating prospective teachers' identities in relation to their race and social class. Drawing on the experiences of one student from each study, they show how both whites and students of color primarily thought about one another as “others”—people who fundamentally differed from one another and whom they understood through preconceived ideas about a group. The authors draw on a Bakhtinian notion of how a “surplus of sight” enables one to develop understandings of an “other” and also of oneself. 相似文献
82.
Georgina L. Kent Brian Dawson Gregory R. Cox Louise M. Burke Annette Eastwood Kevin D. Croft 《Journal of sports sciences》2018,36(11):1204-1211
This investigation examined the effect of beetroot juice (BR) supplementation, a source of dietary nitrate (NO3?), on cycling time-trial (TT) performance and thermoregulation in the heat. In a double-blind, repeated-measures design, 12 male cyclists (age 26.6 ± 4.4 years, VO2peak 65.8 ± 5.5 mL.kg?1.min?1) completed four cycling TTs (14 kJ.kg?1) in hot (35°C, 48% relative humidity) and euthermic (21°C, 52%) conditions, following 3 days supplementation with BR (6.5 mmol NO3? for 2 days and 13 mmol NO3? on the final day), or NO3–depleted placebo (PLA). Salivary NO3? and nitrite, core (Tc) and mean skin temperature (Tsk) were measured. Salivary NO3? and nitrite increased significantly post-BR supplementation (p < 0.001). Average TT completion time (mm:ss) in hot conditions was 56:50 ± 05:08 with BR, compared with 58:30 ± 04:48 with PLA (p = 0.178). In euthermic conditions, average completion time was 53:09 ± 04:35 with BR, compared with 54:01 ± 04:05 with PLA (p = 0.380). The TT performance decreased (p < 0.001), and Tc (p < 0.001) and Tsk (p < 0.001) were higher in hot compared with euthermic conditions. In summary, BR supplementation has no significant effect on cycling TT performance in the heat. 相似文献
83.
Katie Quy Jennifer Gibb Louise Neil Charlie Owen Marjorie Smith 《Emotional and Behavioural Difficulties》2018,23(3):230-244
Coping style plays an important role in children’s wellbeing. This paper describes the patterns of associations between children’s self-reported coping styles and symptoms of anxiety in order to determine whether particular dimensions are associated with better adjustment. Participants were 2566 children (1268 girls, 1298 boys) aged 7–11 years attending 15 schools in the South East of England. Results showed that aspects of coping were differentially associated with children’s self-reported anxiety. Patterns of association also varied by age and gender. Dimensions of coping were shown to form distinct adaptive and maladaptive coping styles which were also differentially associated with anxiety. Analysis of these styles indicated that it is the absence of maladaptive coping strategies, rather than the presence of adaptive strategies, that is significant in emotional wellbeing. These findings suggest that interventions designed to reduce or extinguish maladaptive coping styles may be of particular benefit in facilitating emotional wellbeing. 相似文献
84.
Kyle Seifert Amy Fenster Judith A. Dilts Louise Temple 《CBE life sciences education》2009,8(2):147-153
Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences. 相似文献
85.
David McMinn David A. Rowe Michelle Stark Louise Nicol 《Measurement in physical education and exercise science》2013,17(2):67-78
Current interest in promoting physical activity in the school environment necessitates an inexpensive, accurate method of measuring physical activity in such settings. Additionally, it is recognized that physical activity must be of at least moderate intensity in order to yield substantial health benefits. The purpose of the study, therefore, was to determine the validity of the New Lifestyles NL-1000 (New Lifestyles, Inc., Lee's Summit, Missouri, USA) accelerometer for measuring moderate-to-vigorous physical activity in school settings, using the Actigraph GT1M (ActiGraph, Pensacola, Florida, USA) as the criterion. Data were collected during a cross-country run (n = 12), physical education (n = 18), and classroom-based physical activities (n = 42). Significant and meaningful intraclass correlations between methods were found, and NL-1000 estimates of moderate-to-vigorous physical activity were not meaningfully different from GT1M-estimated moderate-to-vigorous physical activity. The NL-1000 therefore shows promising validity evidence as an inexpensive, convenient method of measuring moderate-to-vigorous physical activity in school settings. 相似文献
86.
路易斯·希金斯 《顺德职业技术学院学报》2004,2(1):74-76
分析中国心理学的历史、发展和现状,指出中国文明和心理学在人类历史上辉煌的过去,描述现代心理学在中国的发展和现存的不足,将中西方的心理学进行对比分析。 相似文献
87.
Louise Young Karen B. Moni Anne Jobling Christinavan E. Kraayenoord 《International Journal of Disability, Development & Education》2004,51(1):83-97
There is limited information available related to the literacy skills of adults with intellectual disabilities. In this project, information was collected about the contexts, current practices, and clients' abilities in literacy in two community‐based disability service programs. Individual assessments were undertaken to collect details of the current literacy levels of adults with intellectual disabilities in day program settings. These assessments focused on receptive language, reading at the letter, word and sentence level, writing vocabulary and connected text, and literacy preferences. Audits were also conducted related to the provision of opportunities for clients accessing these services to engage with literacy including environmental print. Structured day program activities were observed to gather information about current literacy teaching and learning. Implications of the research findings and suggestions for provision of literacy education in these settings are discussed. 相似文献
88.
Lisa Ferm Daniel Persson Thunqvist Louise Svensson 《Journal of Vocational Education & Training》2018,70(1):66-84
The aim of this article is to investigate the learning strategies vocational students use to become part of a work community, and how these strategies are related to the formation of a vocational identity at the workplace. Conducting qualitative interviews, data were collected from 44 industrial programme students from six upper secondary schools. The findings revealed five recurrent strategies used by the students for learning vocational identities as industrial workers. The students took individual responsibility for their own learning, asked questions to gain deeper vocational knowledge, searched for role models in the work community, positioned themselves as a resource to the work community, understood and used humour and jokes in order to become a member of the community. The conclusion is that the students actively develop learning strategies to adapt their behaviour to the norms and ideals of the industrial work community. In the process of develop the vocational identities as industrial workers, the students’ vocational habitus is transformed to better fit the industrial work community. The integration of the notions of agency and habitus demonstrates the dynamic nature of students’ participation in work communities; simultaneously, the students reproduce social structures that promote vocational identities. 相似文献
89.
90.
Helen J Parkin Stuart Hepplestone Graham Holden Brian Irwin Louise Thorpe 《Assessment & Evaluation in Higher Education》2012,37(8):963-973
This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their feedback’ aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate students to explore their experiences of receiving different forms of feedback with varying degrees of technical intervention including, but not limited to, electronic feedback with grades withheld; online grade publication; criteria-based feedback; and more traditional feedback methods. Through a series of semi-structured interviews, student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students’ engagement with their feedback. Data were analysed using a thematic approach, and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature. 相似文献