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41.
Emily Binks-Cantrell Erin K. Washburn Martha Hougen 《Scientific Studies of Reading》2013,17(6):526-536
The Peter Effect (Applegate & Applegate, 2004) claimed that one cannot be expected to give what one does not possess. We applied this notion to reading teacher preparation and hypothesized that teacher educators who do not possess an understanding of basic language constructs would not prepare teacher candidates with an understanding of these constructs considered essential for early reading success. Results from a survey of basic language constructs revealed similar patterns in performance between teacher educators and their respective teacher candidates, which served as initial validation of the Peter Effect in reading teacher preparation. 相似文献
42.
Martha Taylor Dever 《Journal of Early Childhood Teacher Education》2013,34(4):391-399
As experts on the nature and needs of young children, early childhood educators are in prime positions to advocate for the health and well-being of young children. Advocacy can take the form of personal, public, or private-sector endeavors. Personal advocacy is usually informal and involves educating others on an issue about early childhood education. Similarly, public advocacy involves educating policy makers, and private-sector advocacy is directed toward businesses. The project described here is a course assignment for undergraduate teacher candidates in which they learn about advocacy strategies and design and implement authentic advocacy projects. Sample projects are discussed. Engaging in this project has raised awareness for teacher candidates about the importance of and strategies for being advocates. The response from early childhood teacher candidates has been positive. 相似文献
43.
This study was undertaken in order to get some sense of the role of life experiences in preservice and inservice teachers' conceptions of the purpose(s) and practices of education. Content analysis of narratives written by graduate students in education at one college was utilized to ascertain how they view the field and their (current or prospective) role as teachers. We found that the majority of students saw teaching as an opportunity to make a difference, and as reflective of who they were rather than as "just a job". This finding provided the opportunity to address the strengths and vulnerabilities of such an idealistic conception of teaching, and the corresponding possibilities vis-à-vis teacher educators' roles. We conclude by noting the study's limitations and making several recommendations for future action and research based on our findings. 相似文献
44.
Kristen MacKenzie-Shalders Jaimon T. Kelly Daniel So Vernon G. Coffey Nuala M. Byrne 《Journal of sports sciences》2020,38(14):1635-1649
ABSTRACT The systematic review and meta-analysis evaluated the effect of aerobic, resistance and combined exercise on RMR (kCal·day-1) and performed a methodological assessment of indirect calorimetry protocols within the included studies. Subgroup analyses included energy/diet restriction and body composition changes. Randomized control trials (RCTs), quasi – RCTs and cohort trials featuring a physical activity intervention of any form and duration excluding single exercise bouts were included. Participant exclusions included medical conditions impacting upon RMR, the elderly (≥65 years of age) or pregnant, lactating or post-menopausal women. The review was registered in the International Prospective Register of Systematic Reviews (CRD 42,017,058,503). 1669 articles were identified; 22 were included in the qualitative analysis and 18 were meta-analysed. Exercise interventions (aerobic and resistance exercise combined) did not increase resting metabolic rate (mean difference (MD): 74.6 kCal·day-1[95% CI: ?13.01, 161.33], P = 0.10). While there was no effect of aerobic exercise on RMR (MD: 81.65 kCal·day-1[95% CI: ?57.81, 221.10], P = 0.25), resistance exercise increased RMR compared to controls (MD: 96.17 kCal·day-1[95% CI: 45.17, 147.16], P = 0.0002). This systematic review effectively synthesises the effect of exercise interventions on RMR in comparison to controls; despite heterogenous methodologies and high risk of bias within included studies. 相似文献
45.
Helena Byrne 《Sport in History》2019,39(2):166-186
ABSTRACTIt is a common fact that women's sport and leisure history, especially in male dominated spheres, and more specifically football, have been ignored by many academics. However, in recent years there have been major developments in digital technology that have changed the nature of the type of research that can be done. Access to tools to facilitate field research are relatively cheap and with the high volume of digitisation projects that have taken place over the last few years as well as the increasing number of born digital resources that have been published, there are new opportunities. In relation to women's soccer in Ireland, this paper asks the question – where are we now? The argument will review the current literature on this subject and outline potential approaches for future research. 相似文献
46.
The purpose of this paper is to propose a new approach to research on gender differences in science that uses the work on
expertise in science as a framework for understanding gender differences. Because gender differences in achievement and participation
in the sciences are largest in physics, the focus of this review is on physics. The nature of expertise is first discussed
and a framework that focuses on factors that influence the emergence of expertise in physics is presented. This is used to
interpret what is known about gender differences in science, particularly physics. Next, the potential contributions of the
research on gender differences to our understanding of expertise are discussed. Using what is learned from these two areas
of research, recommendations are made for future research examining gender differences in physics. It is suggested that such
an approach be used for other areas of science, such as chemistry, where large gender differences in achievement and participation
also exist. 相似文献
47.
Martha Lash 《Early Childhood Education Journal》2008,36(1):33-38
This study reflects a naturalistic, interpretive 5-month study in a public school morning kindergarten regarding the children’s
social development and creation of a peer culture during the transitional months into public education. The main focus of
the research was the children’s perspectives on these transitions and their evolving classroom community and peer culture
in response to the teacher, classroom and school environment. This study captures the dynamic and complex flow of activity
that occurs in classrooms, the give and take of relationships, and the agency that children take in developing peer culture
as one piece of community. Elements of the peer culture that are foregrounded include secondary adjustments as realized in
clean-up strategies, protecting play materials over time, and hypothetical competition with the afternoon kindergarten class. 相似文献
48.
Katherine G. McDaniel Taylor Brown Caitlin C. Radford Cynthia H. McDermott Trudy van Houten Martha E. Katz Dana A. Stearns Sabine Hildebrandt 《Anatomical sciences education》2021,14(2):241-251
Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self-awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma-informed care. Anatomy is conceptualized here as the “first clinical discipline,” with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer-teaching. Specific interventions included pre-course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre-dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team-building activities were scheduled, and self-reflection encouraged, for example, through written exercises, and elective life-body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment. 相似文献
49.
National stakeholders are becoming increasingly concerned about the inability of college graduates to think critically. Research shows that, while both faculty and students deem critical thinking essential, only a small fraction of graduates can demonstrate the thinking skills necessary for academic and professional success. Many faculty are considering nontraditional teaching methods that incorporate undergraduate research because they more closely align with the process of doing investigative science. This study compared a research-focused teaching method called community-based inquiry (CBI) with traditional lecture/laboratory in general education biology to discover which method would elicit greater gains in critical thinking. Results showed significant critical-thinking gains in the CBI group but decreases in a traditional group and a mixed CBI/traditional group. Prior critical-thinking skill, instructor, and ethnicity also significantly influenced critical-thinking gains, with nearly all ethnicities in the CBI group outperforming peers in both the mixed and traditional groups. Females, who showed decreased critical thinking in traditional courses relative to males, outperformed their male counterparts in CBI courses. Through the results of this study, it is hoped that faculty who value both research and critical thinking will consider using the CBI method. 相似文献
50.
Brian Byrne William L. Coventry Richard K. Olson Jacqueline Hulslander Sally Wadsworth John C. DeFries Robin Corley Erik G. Willcutt Stefan Samuelsson 《Journal of Research in Reading》2008,31(1):8-21
As part of a longitudinal twin study of literacy and language, we conducted a behaviour‐genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self‐teaching hypothesis, which may require modification. 相似文献