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781.
Stephanie Medley-Rath 《Community College Journal of Research & Practice》2018,42(12):908-918
This research describes a quasi-experiment across one face-to-face section and two online sections of introductory sociology testing freely available electronic resources (i.e., open education resources [OERs] and open access) to a paid printed textbook. This study fills a gap in the literature on how type of reading material (e.g., print/paid and electronic/open) affects student learning outcomes. The results show no significant relationship between type of reading materials on pre/posttest improvement or final grades. College-readiness at the time of enrollment at the college along with being a full-time student positively affected posttest score improvement. GPA was the only variable positively and significantly related to final grade. These findings suggest that using OERs and open access resources might be a viable choice for reducing textbook costs, thereby increasing access to higher education. Caution, however, is warranted as students indicate a preference for print (paid) over electronic (open) readings. 相似文献
782.
Kathleen A. J. Mohr Stephanie M. Juth Theresa L. Kohlmeier Kayleen E. Schreiber 《Early Childhood Education Journal》2018,46(1):11-20
The field of neuroscience is now providing research findings about how the bilingual brain functions that can be used to promote richer and more successful dual-language development. This article summarizes recent research, then provides practical applications for parents and teachers of emergent bilinguals. Key understandings about how the brain processes first and subsequent languages are translated into ways to enrich instruction and family-based language and literacy experiences. 相似文献
783.
Crystal Shelby-Caffey Lavern Byfield Stephanie Solbrig 《Changing English: An International Journal of English Teaching》2018,25(1):69-84
If an educator is to take a critical stance, teach students to do the same, and design lessons that engage students in thoughtful discussions and actions surrounding issues of social justice, then discussions of politics, race, culture, economics and systems of power are crucial to this work, and, the use of hip-hop is a worthwhile endeavour. In this article, three educators from very diverse backgrounds who have experiences at elementary and college levels, consider the ways in which hip-hop music and culture speaks to the lived experiences of students and has the potential to lend a voice to the seemingly voiceless while also meeting the demands imposed by mandated standards. Within the framework of critical pedagogy/critical consciousness, we discuss hip-hop pedagogy as a channel for capitalising on students’ lived experiences. 相似文献
784.
This paper reports on qualitative research from an Australian, K-6, faith-based school about teachers’ experience of a job-embedded professional learning initiative (the Whole-School Benchmarking of Writing, WSBoW) that was designed to improve teachers’ capacity to apply data-driven decision-making to achieve improvements in student learning. Teacher interviews provided the data about experiences and influences on teching practice. The findings demonstrated that the professional learning initiative provided teachers with a supportive pedagogical tool for focusing their teaching practices on improving student learning. A research based evaluative framework was used as a heuristic to analyse the change initiative. This study used the framework and employed a social constructivist and sociocultural epistemology that recognised the importance of leadership and school context in the development of a culture focused on collaborative communities of practice and data-driven teacher decision-making. The study has significance for leaders, schools and systems that engage teachers in professional capacity building. 相似文献
785.
Stephanie Rudwick 《Journal of Language, Identity & Education》2018,17(4):255-269
After centuries of “Eurocentric” linguistic ideology, the South African government has formulated African language development and multilingualism as one priority in the education system. While only English, and decreasingly Afrikaans, are the only “established” languages of instruction at tertiary level, most universities in the country have revised their language policies in order to show commitment to South Africa’s evident multilingualism. This article provides a critical analysis of particular language and identity politics in one of the leading tertiary institutions of the country. The theoretical framework is based on a critical sociolinguistic approach that draws attention to polarizing identity politics in relation to language policy, planning and implementation. Methodologically grounded in ethnography, the article has a two-fold perspective. First, it analyses particular language policy rhetoric at the University on focus and argues that its essentialist approach to Africanisation triggers contested identity politics. Second, the article provides insights into the developments of specific implementations, pointing to ideological as well as practical challenges at the university on focus. 相似文献
786.
Rachael B Champion Lindsey R Smith Jennifer Smith Bogdana Hirlav Benjamin D Maylor Stephanie L White 《Journal of sports sciences》2018,36(21):2484-2491
This study evaluated the acute effects of interrupting prolonged sitting with an accumulated 2 h of light-intensity walking on postprandial cardiometabolic risk markers. In this randomised crossover trial, 24 participants (twelve males) aged 18–55 years took part in two, 6.5 h conditions: 1) prolonged sitting (SIT) and 2) sitting interrupted hourly with 20 min light-intensity treadmill desk walking at between 1.2–3.5 km/h?1 (INT-SIT). Standardized meals were provided at 0 h and 3 h. Blood samples and blood pressure measures were taken hourly. Statistical analyses were completed using linear mixed models. Postprandial incremental area under the curve responses (mmol/L?6.5 h) for glucose (4.52 [3.47, 5.56] and 6.66 [5.62, 7.71] for INT-SIT and SIT, respectively) and triglycerides (1.96 [0.96, 2.96] and 2.71 [1.70, 3.71] for INT-SIT and SIT, respectively) were significantly lower in INT-SIT than SIT. Mean systolic and diastolic blood pressure responses were lower by 3% and 4%, respectively, in INT-SIT than SIT (P < 0.05). There was no significant condition x sex interaction effect for any outcomes (P > 0.05). These findings suggest that interrupting sitting with an accumulated 2 h of light-intensity walking acutely improves cardiometabolic risk levels in males and females compared with prolonged sitting. 相似文献
787.
During the last few years, research interest on interindividual differences in acute affective reactions on sport activities has increased. Moreover, current studies show that besides interindividual differences, substantial intraindividual variations exist. Therefore, we assume that the potential of regulating affective well-being through sport activities varies situationally. This ambulatory assessment study analyzes affective reactions on sport activities in daily routine to identify possible factors for situational variability of changes in affective well-being. First, situational differences in affective well-being (valence, calmness, energetic arousal), goals for sport activities (e.g., regulation of body weight, activation), and activity characteristics (e.g., activity dose, perceived exertion) were analyzed. Second, associations between these parameters and activity characteristics were dissected. Third, associations with affective well-being after sport activities are identified. For 7 days, 25 women and 21 men (Mage = 32 years) participated. Activity characteristics were captured objectively (accelerometer, electrocardiogramm). Affective well-being, situational goals, and perceived exertion were gathered via smartphone. Multilevel analyses confirmed situational heterogeneity of affective well-being (e.g., intraclass-coefficient ICCvalence = 0.48), situational goals (e.g., ICCactivation = 0.59), and activity characteristics (e.g., ICCactivity dose = 0.21). Furthermore, we observed that higher feelings of calmness and stronger situational goals for body weight and activation are followed by a higher activity dose. This higher activity dose comes along with higher energetic arousal after sport activities, whereas higher perceived exertion is followed by lower feelings of calmness. Study results confirm intraindividual variation of affective well-being, specific goals, and activity characteristics. They emphasize the relevance of situational characteristics for the regulation of affective well-being through sport activities. 相似文献
788.
Performance technologists are likely to face at least two kinds of large-scale efforts. In one, the performance technologist is presented with a big issue to address; in the other, with a big program to make successful. This presents problems in implementing analysis: the results of the analysis must correspond to the size of the effort, but the project's sponsors want to see progress. The ideal approach, then, would be one that produces short-term benefits yet is not expensive or time-consuming. The organizational scan model can help performance technologists do a complete analysis without running up costs or wasting time. The keyword is “scan,” for the performance technologist will review the processes and traits of the organization, yet not place the organization under a microscope. The model is systemic, comprehensive, manageable, and communicable. It will help the performance technologist to identify actions that can be taken immediately to improve performance. From there the performance technologist can set priorities and plan further interventions to be used as necessary. 相似文献
789.
790.