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231.
Shirley M. Hord 《Roeper Review》2013,35(2):32-34
A Concerns‐Based Adoption Model (CBAM) is discussed as a technique for training teachers of programs for the gifted. 相似文献
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Shirley Darracott 《Research quarterly for exercise and sport》2013,84(3):349-350
The “feel better” effect of exercise has been well established, but the optimal intensity needed to elicit a positive affective response is controversial. In addition, the mechanisms underlying such a response are unclear. To clarify these issues, female undergraduate students were monitored for electroencephalographic (EEG) and self-reported affective responses during the recovery period following rest, low, moderate, and high intensities of treadmill running, each lasting 30 min. Frontal EEG asymmetry and self-reported vigor scores following exercise at all three intensities were significantly elevated compared to those observed following rest. The results suggest that steady-state aerobic exercise bouts executed at varying intensities induce a similar affective response during the recovery period when assessed at both the behavioral and psychophysiological levels. 相似文献
235.
Maxwell L. Howell Ray Kimoto W. R. Morford 《Research quarterly for exercise and sport》2013,84(4):536-540
Abstract Three groups of 11 subjects enrolled in required physical education were equated on the basis of bicycling for two minutes at 14 kg. resistance. Group I did weight training, Group II used the Commander Set series of isometric contractions, and Group III participated in normal activities. At the conclusion of the 8-week experimental period all subjects were retested on the bicycle ergometer under the original conditions. Both experimental groups showed statistically significant improvements in the bicycle ergometer test and there were no statistically significant differences between the means of the differences between the initial and final scores of the two experimental groups. It is hypothesized that increases in muscular endurance may be effected by certain programs of isometric contractions as well as by isotonic exercises. 相似文献
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Danette E. Ifert Kathleen M. Long Shirley D. Fortney 《Communication Research Reports》2013,30(4):426-435
The present study investigates variance among compulsive communicators on the traits of communication apprehension, verbal aggressiveness and argumentativeness and the relationship between these three communication traits and self‐perceived competence. Results confirmed a positive relationship between self‐perceived communication competence (SPCC) and argumentativeness and a negative relationship between SPCC and communication apprehension. The hypothesized relationship between SPCC and verbal aggressiveness was not confirmed within the sample studied. These results suggest that compulsive communicators are not a monolithic group but possess a range of competence. 相似文献
238.
This study tested whether speech preparation time was linked to communication apprehension (CA). Data reported herein indicate that high CA speakers required more preparation time than low CA speakers. Those expecting to be evaluated used more preparation time than those not expecting to be evaluated. CA interacted with evaluation such that high CAs expecting to be evaluated took longer to prepare their speeches than those in the other conditions. The implications of these results are discussed in the conclusion of this paper. 相似文献
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Abstract This article describes how the World Wide Web was implemented in a graduate course. The interactions that took place among the students and between the students and instructor illustrate how problem‐based learning strategies can be supported by the Web. Of particular note, the course content focused on technology‐based learning, thus students were immersed in an authentic learning environment. The article chronicles the various strategies ? that students implemented to facilitate the problem‐solving process and concludes by way of issues to consider when implementing such strategies within Web‐based learning environments 相似文献
240.
Pawan Kucita Charles Kivunja T.W. Maxwell Bawa Kuyini 《International Journal of Educational Development》2013
This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers. 相似文献