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211.
Mitchell R. Williams Laura Byrd Kevin Pennington 《Community College Journal of Research & Practice》2013,37(4-6):453-461
Each year, many community college leaders find themselves, either methodically or haphazardly, making decisions about intercollegiate athletics. There have, however, been few empirical studies on how and why community colleges initiate, expand, or terminate athletic programs. Two studies investigating leaders' perceptions of intercollegiate athletics provide data which may be helpful to community college officials considering the pros and cons of athletic programs. Recommendations are provided regarding the need for statewide guidelines on community college athletics and the importance of a campus-based Council on Athletics. 相似文献
212.
Linda Crane Mitchell Archana V. Hegde 《Journal of Early Childhood Teacher Education》2013,34(4):353-366
This study examined the beliefs of in-service teachers working in inclusive classrooms regarding developmentally appropriate practices and how those beliefs affected their attitudes toward, knowledge of, and comfort levels regarding working with children with disabilities. A mixed-method approach was utilized and data were collected through the use of three survey instruments: Teacher Belief Scale and Instructional Activities Scale (Hart et al., 1990) and the In-service Teacher Self-Report Survey (Mitchell, 2002). Data were also collected through open-ended questions to assess Teachers' perceived level of preparation for the inclusive classroom. This study also examined whether education or experience levels had an influence on Teachers' perceptions regarding inclusive practices. Results of the study indicate that there is not a significant relationship between in-service Teachers' beliefs regarding developmentally appropriate practices and their attitudes toward, knowledge of, and comfort levels regarding inclusion. Additionally, results indicate that the Teachers' levels of education or experience do not necessarily indicate that they are prepared to meet the needs of the inclusive classroom environment. Implications regarding the preparation of and ongoing training needs of teachers are discussed. 相似文献
213.
Sharon L. Mitchell Mahrin Kader Melinda Z. Haggerty Yogesh D. Bakhai Calvert G. Warren 《Journal of College Counseling》2013,16(1):49-63
The authors sought to identify college students at risk for experiencing a mental health crisis that warranted a psychiatric evaluation at a hospital and/or a psychiatric hospitalization. A retrospective chart review of college students evaluated at a comprehensive psychiatric emergency program during a 1‐year period was conducted. Demographic variables, mental health treatment history, diagnosis, and hospital discharge plans were found to predict those students likely to be hospitalized and those likely to have positive discharge outcomes. 相似文献
214.
The purpose of this study was to examine African American toddlers' cortisol response to acute physical play activity within a full-time subsidized day care environment. Saliva samples were taken from participants (N = 22, ages 26–45.5 months) before and after physical play and control play conditions at the same time of day. ActiheartTM monitors were used to estimate the intensity of the play conditions. Although heart rate and other indicators were significantly higher during physical play, no change in cortisol levels was seen pre- to postphysical play. Further research is needed to better understand the cortisol response observed. 相似文献
215.
ABSTRACTAthlete adherence to nutritional guidance is critical for optimal health and performance, yet little is known about the barriers and enablers to athletes’ dietary behaviours within high-performance sport. To advance understanding, we applied a theoretical lens derived from the Capability, Opportunity, Motivation – Behaviour (COM-B) model and the Theoretical Domains Framework (TDF) to explore the qualitative accounts of sports nutritionists. Five focus groups comprising sports nutritionists working in Olympic and Paralympic sport (n = 14), professional sport (n = 6), or both (n = 6) were undertaken. Thematic analysis was conducted and the interpretations of the findings were guided by COM-B and the TDF. To achieve nutritional adherence, the behavioural analysis identified the need to intervene across all three COM-B components and at least five associated TDF domains (e.g., decision-making processes, reinforcement, social influences, behavioural regulation and environmental context and resource). For the first time, the findings illustrate the complex interplay of the training setting with the capabilities, opportunities, and motivation of the practitioners, athletes and coaches. By applying established behavioural science theories to sports nutrition, the foundations for the development of targeted and multifaceted behavioural interventions addressing athlete dietary adherence in high-performance sport have been laid. 相似文献
216.
Mitchell N. Berman 《体育哲学杂志》2013,40(1):163-176
Philosophy of sport orthodoxy maintains the following three theses: (1) all sports (or all refereed sports) are games; (2) games are as Suits defined them; and (3) sprints are sports. This article argues that these three theses cannot be jointly maintained and offers exploratory thoughts regarding what might follow. 相似文献
217.
Wayne Hall Stuart Palmer Mitchell Bennett 《European Journal of Engineering Education》2012,37(2):155-165
Project-based learning (PBL) is a well-known student-centred methodology for engineering design education. The methodology claims to offer a number of educational benefits. This paper evaluates the student perceptions of the initial and second offering of a first-year design unit at Griffith University in Australia. It builds on an earlier evaluation conducted after the initial offering of the unit. It considers the implementation of the recommended changes. Evaluations of the two offerings reveal that students (in both the initial and second offering) generally enjoyed the experience, but that the second offering was found to be a significantly more enjoyable learning experience. Students in the second offering also reported a significantly better understanding of what they needed to do for the design projects and where to find the requisite information. The oral presentation aspect of the initial and second offerings received the lowest satisfaction rating. The inclusion (and delivery) of the computer-aided drawing component of the unit is seen as a positive aspect by some students, but many others comment on it negatively. The best aspects of the PBL unit and those aspects needing further improvement were similar to the findings of other investigations documented in the literature. 相似文献
218.
Josephine A. Gasiewski M. Kevin Eagan Gina A. Garcia Sylvia Hurtado Mitchell J. Chang 《Research in higher education》2012,53(2):229-261
The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students
switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding
of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from
2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges
and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings
indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student
questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking
questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students
in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement
are discussed. 相似文献
219.
Kara Mitchell Viesca Emilie Mitescu Reagan Sarah Enterline Ann Marie Gleeson 《The Teacher Educator》2013,48(4):257-275
Our intention in this article is to present one institution's efforts to take on program assessment and respond to calls for accountability. To do so, the teacher education program simultaneously sought to address the narrowly defined measures called for by policy makers and politicians, while at the same time broadening and expanding outcomes (such as student learning) and the missions, themes, and values of the teacher education program. The following describes the accountability movement in teacher education and then offers the lessons learned within one program developing a system of assessment within teacher education. 相似文献
220.
The purpose of this article is to explore efforts to reform physical education programs and to describe why they might not have been successful in the past. The general education and physical education reform literature is examined with attention to the current standards, assessment, and accountability reform movement prevalent in most states. General themes facilitating South Carolina's effort to gain support for policy initiatives and implement a high stakes assessment program are developed with attention to the political activities essential to gain support for change. 相似文献