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61.
The purpose of this documentary account is twofold. First, we describe two strategic instructional assignments embedded in university courses at a large research institution in the United States that were designed to help teaching candidates move toward mastery. Second, we explicate candidates' performances on the assessments as well as evidence of the reliability of the assessments and scoring procedures. This case study provides evidence that advanced secondary teaching candidates are able to address instructional issues and engage in the kind of pedagogical reasoning more characteristic of experienced teachers. Further, this account indicates that despite some challenges, it is feasible for multiple course instructors in a research institution to implement and score reliable, valid embedded assessments. 相似文献
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Belle Liang Terese Jean Lund Angela M. Desilva Mousseau Rene Spencer 《Psychology in the schools》2016,53(8):848-860
This study examined the influence of growth‐fostering mentoring relationships on the self‐esteem of adolescent female students from affluent communities. Studies have demonstrated that this population of students is susceptible to psychological distress and self‐esteem problems, due to perfectionistic strivings and achievement pressures. Specifically, we hypothesized that growth‐fostering mentoring relationships (e.g., with teachers and school staff) would be positively associated with self‐esteem. Moreover, we expected that this association would be mediated by engagement in purposeful activities. The authors surveyed 207 girls from two independent secondary schools and found support for the mediation hypothesis. Using an ordinary least squares regression approach, the association between growth‐fostering mentoring relationships and self‐esteem was mediated by youth engagement in purposeful activities. Implications for future research and practice in schools are discussed. 相似文献
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Twenty highly trained, eumenorrhoeic female endurance runners were studied over three consecutive menstrual cycles. Average training distance per week, total years training and mood states were recorded throughout the three cycles. Salivary progesterone and menstrual cycle diaries were recorded over the first two cycles to identify luteal phase onset and the presence of any menstrual irregularities. Saliva samples were collected daily over the third cycle for analysis of immunoglobulin A (IgA) concentration and secretion and saliva flow rate. Two-way analysis of variance (ANOVA) revealed no significant differences in mood states across the phases of the menstrual cycle (P > 0.05). Training logs indicated that training did not alter throughout the 3 month study. One-way ANOVA revealed no significant differences in IgA concentration (P = 0.92), secretion rate (P = 0.84) or saliva flow rate (P = 0.95) across the phases of the menstrual cycle. Pearson's product-moment correlation revealed no relationship between IgA concentration and progesterone between the phases of the cycle (r = 0.39). We conclude that, in ovulatory female endurance runners whose physical and emotional stress are stable, IgA concentration is not significantly affected by fluctuations in progesterone during the menstrual cycle. 相似文献
66.
Duane Knudson Guillermo Noffal Jeff Bauer Peter McGinnis Michael Bird John Chow 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):267-277
To help instructors in evaluating innovations in biomechanics instruction, a standardised test of the key concepts taught in the introductory biomechanics course was developed. The Biomechanics Concept Inventory (BCI) consists of 24 questions that test four prerequisite competencies and eight biomechanics competencies. Three hundred and sixty seven students from ten universities throughout the United States took the test at the beginning and the end of the introductory biomechanics course. Analysis of a sub‐sample of the students showed that the BCI was reliable with typical errors in internal consistency and test‐retest conditions of 1.4 and 2.0 questions, respectively. Mean pre‐test scores (8.5 ± 2.0) significantly (p < 0.0001) improved to 10.5 ± 3.2 in the post‐test (n = 305). Typical biomechanics students could correctly answer half of the prerequisite questions on the pre‐test. Instruction resulted in a mean normalised gain (g) of 13.0% of maximum possible improvement that was consistent with research on traditional instruction in introductory physics courses. It was concluded that the BCI could be an effective tool to evaluate the overall effect of pedagogical strategies on student learning of key biomechanical concepts in the introductory biomechanics course. 相似文献
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Viv Bird 《Literacy》2005,39(2):59-63
This article describes the Literacy and Social Inclusion Project, a partnership between the National Literacy Trust and the Basic Skills Agency, which looked specifically at home and community approaches to literacy teaching. It presents a model for building parental skills and considers the policy implications of this initiative. 相似文献
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S. Bird M. George S. Theakston J. Balmer R.C.R. Davison 《Journal of sports sciences》2013,31(3):221-228
Abstract Orienteering is a sport in which it is common for most participants to be aged over 40 years, but research into the demands of the sport has focused almost exclusively on elite participants aged 21–35 years. The aim of the present study was to examine the heart rate responses of older male orienteers. Thirty-nine competitive male orienteers were divided into three groups: group 1 (international competitive standard, n=11, age 21–67 years), group 2 (national competitive standard, n=15, age 24–66 years) and group 3 (club competitive standard, n=13, age 23–60 years). Each participant had his heart rate monitored during two orienteering races of contrasting technical difficulty. The results were analysed using analysis of covariance, with age as a covariate, and Pearson product-moment correlation coefficients to determine whether age was related to the observed heart rate responses. The groups did not differ in their peak (175±12 beats · min?1, P=0.643) or mean (159±13 beats · min?1, P=0.171) heart rates during the races. There was a decline of 6 beats · min?1 · decade?1 (P=0.001) for peak heart rate and 5 beats · min ?1·decade?1 (P<0.001) for mean heart rate. Mean heart rates were 86±6% of the participants' maximal heart rates and were not associated with age. The orienteers in group 1 displayed a lower (P<0.005) within-race standard deviation in heart rate (6±2 beats · min?1) than those in groups 2 and 3 (10±3 and 10±4 beats · min?1, respectively). In conclusion, the mean heart rates indicated that all three groups of orienteers ran at a relative high intensity and the international competitive standard orienteers displayed a less variable heart rate, which may have been related to fewer instances of slowing down to relocate and being able to navigate while running at relatively high speeds. 相似文献