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81.
82.
This paper examines how teachers responded when some organizational constraints on their work were loosened and why they responded as they did. It first reviews the sociological literature on teacher work to identify the main determinants studied. It then presents results of an ethnographic study of teachers in an urban school. The literature tends to portray teacher work as overly determined and may remove more responsibility from teachers for determining their own work than is warranted. 相似文献
83.
Eric Sprigings Peter McNair Grant Mawston David Sumner Mark Boocock 《Sports Engineering》2006,9(3):147-153
The intent of this project was to explore the feasibility of personalising the paddle blade size for individual flatwater
kayakers based on their power output profiles. Twelve elite male kayakers performed on a kayak ergometer at the same intensity
and resistance that they would normally experience while paddling at race pace for 500 m on the water. The kayak ergometer
was instrumented so that power profiles could be determined from the instantaneous force and velocity of the representative
centre point of the paddle blade. From the power profile information, the researchers calculated a personalised blade size
that was expected to improve performance for those kayakers differing more than 5% from the calculated ‘ideal’ size. For the
elite kayakers studied, it was recommended that seven of the paddlers should increase their blade size by approximately 5–10%.
For the remaining five paddlers, the results indicated that their current blade sizes were within the expected measurement
error of their predicted ideal value and should be retained. It is anticipated that this research will provide the theoretical
rationale for elite kayakers to see the need to personalise their blade size based on their own muscle power profiles. 相似文献
84.
Understanding the Researcher Identity Development of Counselor Education and Supervision Doctoral Students
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Counselor education and supervision (CES) doctoral students play an important role in contributing to knowledge in the counseling profession. CES doctoral students were interviewed to explore their researcher identity, a unique self‐concept that possibly includes research self‐efficacy and interest. Issues critical to facilitating researcher identity development included confidence, the researcher voice, faculty support, and opportunities for research. 相似文献
85.
Andis Klegeris Stephanie Barclay McKeown Heather Hurren Lindsay Joy Spielman Maegan Stuart Manpreet Bahniwal 《Higher Education》2017,74(5):877-896
The ability to effectively problem solve is a highly valued competency expected of university graduates, independent of their area of study. Evaluation of problem-solving skill (PSS) development is hindered by a shortage of available tools for monitoring student progress and by lack of defined instructional strategies for development of these skills. Our research is aimed at addressing these problems. We have developed an evaluation tool, which we applied to study the dynamics of undergraduate student PSS. We tested first- and upper-year students from 26 different courses (total enrollment of 2229 students). Overall improvement of PSS was detected for the first-year students over their first term of study. There were no significant differences between the PSS of first- and upper-year students, and no improvement was detected over a single term by measuring PSS in upper-year students. Only three courses were effective at facilitating PSS. Our data indicate that most of the standard lecture approaches do not develop undergraduate student PSS and that universities and individual instructors must take active steps to advance this critical skill set in university students. 相似文献
86.
Vanessa Moulton Eirini Flouri Heather Joshi Alice Sullivan 《British Journal of Sociology of Education》2017,38(4):500-517
Social class mobility from grandparent to grandchild is a relatively neglected topic. Grandparents today are often healthier and more active, and have longer relationships with their grandchildren than in previous generations. We used data from the UK’s Millennium Cohort Study (n = 8570) to investigate the influence of maternal and paternal grandparents’ social class on the aspirations of children at age seven. Using path analysis and controlling for family income, mother’s and father’s education, lone motherhood, and child’s ethnicity and gender, we found very small direct effects from the paternal grandmother’s social class to the grandchild’s classed aspirations, and small, indirect effects, via parents’ class, of grandparents’ class on child’s classed aspirations. Multi-group analyses found few differences by ethnicity and gender. There was no evidence that, at this age, mixed-class parentage raises the aspirations of working-class children (the ‘sunken middle-class’ hypothesis). 相似文献
87.
Play is a behavioral phenomenon most commonly observed in the young of both solitary and social species. Documentation of play in cetaceans varies across species and settings. Cetacean play behavioral repertoires include a broad range of actions, such as the manipulation of diverse objects, blowing bubbles, chasing conspecifics, and swimming in spirals through the water. As is common in research on animal play, cetacean play has been grouped into categories by its form, including locomotor play, object play, and different variations of social play, such as affiliative games, play fighting, and socio-sexual play. Research has primarily focused on recording the topography of cetacean play and the demographics of the individuals engaging in play. However, these classifications are insufficient to address the possible developmental and societal functions of cetacean play behaviors, or the mechanisms with which play behaviors are spread between conspecifics and acquired by young members of cetacean populations. This article applies several developmental and social learning theories in order to organize current knowledge and guide future research. 相似文献
88.
Robin Jacob Heather Hill Doug Corey 《Journal of research on educational effectiveness》2017,10(2):379-407
In this paper, we describe findings from a three-year evaluation of a well-developed mathematics professional development program that is commercially available on a wide scale. The professional development is designed to improve teachers' mathematical knowledge for teaching and to enable them to elicit more student thinking and reasoning during mathematics lessons. Specifically, it focused on helping teachers (a) learn more mathematics, (b) understand how children learn math, (c) use formative assessment to develop insight into what specific students know and do not know, and (d) develop effective classroom instructional strategies that enable student problem solving. Participants included 105 fourth- and fifth-grade teachers teaching in 19 low-income schools within a single district. Teachers were randomly assigned within schools either to a “business as usual” control group or to receive the professional development. The training consisted of a week-long summer institute and four to six in-service days during the school year. The training was run by full-time trained associates. We find some limited evidence of positive impacts on teachers' mathematical knowledge for teaching, but no effects on instructional practice or student outcomes. 相似文献
89.
Michael J. Kurtz Guenther Eichhorn Alberto Accomazzi Carolyn Grant Markus Demleitner Edwin Henneken Stephen S. Murray 《Information processing & management》2005,41(6):1395-1402
It has been shown (Lawrence, S. (2001). Online or invisible? Nature, 411, 521) that journal articles which have been posted without charge on the internet are more heavily cited than those which have not been. Using data from the NASA Astrophysics Data System (ads.harvard.edu) and from the ArXiv e-print archive at Cornell University (arXiv.org) we examine the causes of this effect. 相似文献
90.
McNeil NM Fyfe ER Petersen LA Dunwiddie AE Brletic-Shipley H 《Child development》2011,82(5):1620-1633
This study examined whether practice with arithmetic problems presented in a nontraditional problem format improves understanding of mathematical equivalence. Children (M age = 8;0; N = 90) were randomly assigned to practice addition in one of three conditions: (a) traditional, in which problems were presented in the traditional "operations on left side" format (e.g., 9 + 8 = 17); (b) nontraditional, in which problems were presented in a nontraditional format (e.g., 17 = 9 + 8); or (c) no extra practice. Children developed a better understanding of mathematical equivalence after receiving nontraditional practice than after receiving traditional practice or no extra practice. Results suggest that minor differences in early input can yield substantial differences in children's understanding of fundamental concepts. 相似文献