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Jennifer L. Huberty Lynda B. Ransdell Cara Sidman Judith A. Flohr Barry Shultz Onie Grosshans 《Research quarterly for exercise and sport》2013,84(3):374-384
The purpose of this study was to qualitatively examine factors related to physical activity adherence to understand why women continue to participate in long-term exercise after completing a structured exercise program. Data were collected from focus groups, interviews, and e-mails, and analysis used grounded theory. The central category related to physical activity adherence was self-worth. Motivation, activity enjoyment, priorities, body image, ability to access support, and self-regulation skills had an impact on the self-worth of nonadherers and adherers. Women must value themselves enough to continue to participate in physical activity once they start. Exercise and fitness professionals are encouraged to use strategies to increase self-worth and long-term adherence to physical activity. Some recommended strategies include (a) increasing motivation and enjoyment relative to activity, (b) making activity a high priority in a woman's life, (c) improving or deemphasizing body image, (d) increasing a woman's ability to access support, and (e) facilitating the use of self-regulation strategies. This study is the first to examine qualitative perspectives of exercise adherence among women who completed a structured exercise program. Several concepts related to adherence presented in the quantitative literature are confirmed and enhanced in this study. 相似文献
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Lynda Graham 《Literacy》2012,46(3):133-139
In this paper, I describe ongoing research exploring ways in which young teachers’ digital lives unfold inside and outside classrooms. I first interviewed teachers in 2006, and identified three different routes into digital worlds: serious solitary self‐taught, serious solitary school‐taught and playful social. A number of teachers agreed to be interviewed again in 2010. I outline ways in which I compare and contrast interviews over time, using analytic markers developed in ‘Inventing Adulthoods’, a Qualitative Longitudinal Research project. I also describe ways in which I set my analysis in Adam's concepts of time: ‘biographical time, generational time and historical time’. Case studies are outlined of three teachers, one serious solitary and two playful social. All three were language coordinators in 2006, and already experienced, innovative teachers of literacy. I argue that in 2010, the serious solitary teacher is able to bring new competences to the classroom, but fitting existing ways of teaching. In contrast, the playful social teachers bring new ways of knowing about digital worlds into classrooms, but these new ways are realised only if competences are recognised, communities are supportive and traditional ways of knowing about teaching and the curriculum do not block new ways of thinking. 相似文献
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Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’ 总被引:1,自引:0,他引:1
Calvin Douglas Smith Kate Worsfold Lynda Davies Ron Fisher Ruth McPhail 《Assessment & Evaluation in Higher Education》2013,38(1):44-60
In this paper, we report on a study to quantify the impact on student learning and on student assessment literacy of a brief assessment literacy intervention. We first define ‘assessment literacy’ then report on the development and validation of an assessment literacy measurement instrument. Using a pseudo-experimental design, we quantified the impact of an assessment literacy-building intervention on students’ assessment literacy levels and on their subsequent performance on an assessment task. The intervention involved students in the experimental condition analysing, discussing and applying an assessment rubric to actual examples of student work that exemplified extremes of standards of performance on the task (e.g. poor, excellent). Results showed that such a procedure could be expected to impact positively on assessment literacy levels and on student performance (on a similar or related task). Regression analyses indicated that the greatest predictor of enhanced student marks (on the assessment task that was the subject of the experiment), was the development of their ability to judge standards of performance on student work created in response to a similar task. The intervention took just 50 minutes indicating a good educational return on the pedagogical investment. 相似文献
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This study explores televised political ads in the 1992 presidential election in the US and Korea to determine whether Korean political advertising follows American campaign styles—the findings are that it does. More specifically, the results demonstrated few differences between the two groups. However, some deep‐seated Korean cultural values still remain distinct in terms of negative advertising use and the category of ethical appeals. The conclusion is that the dominance of American campaign styles may be present in a global context beyond Western societies. 相似文献
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Ms. Lynda C. Falkenstein 《Clearing house (Menasha, Wis.)》2013,86(5):188-191
Technology has changed the way the world functions on a day-to-day basis, but what about education? Education has been directly affected by the increase of technology in the United States. This change has not been well accepted by some members of the educational community, thus leaving the realm of education behind in the technology era. This article seeks to focus on the benefits of technology in the classroom as well as some of the issues that surround teachers and technology. The article also delves into the future of technology and education and provides some helpful tips for technology use in the classroom. 相似文献
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Lynda R. Wiest Tammy V. Abernathy Kathryn M. Obenchain Elza M. Major 《Equity & Excellence in Education》2013,46(4):313-323
This research compares speaking times and turns of female and male presenters and audience members at the 2000 Annual Meeting of the American Educational Research Association (AERA). In their presentations, males spoke longer than females, but the differences were not statistically significant. They spoke significantly longer than females, however, when posing questions or comments during open discussions, and they made a significantly greater number of responses to these questions and comments. Some chairs were inconsistent in monitoring allotted speaking times. Females' participation was lower in less-structured situations, such as open discussions and co-presented papers, than in settings with greater structure. 相似文献
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Lynda Warren Dodd 《Educational Psychology in Practice》2009,25(1):21-36
There is mounting recognition that exposure to domestic abuse causes far‐reaching damage to children’s lives, development and psychological well‐being. Studies estimate 10% to 20% of children are at risk of exposure to domestic abuse – thus domestic abuse must be seen as a crucial issue for educational psychologists (EPs). This study investigates the effects of domestic abuse on a group of mothers and their young children. It also describes how an Education Psychology Service (EPS) was involved in developing, running and evaluating therapeutic groupwork to promote positive mother–child relationships and to enhance the psychological well‐being of mothers and their young children who have experienced domestic abuse. 相似文献