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Home advantage is quantitatively defined and calculated for each season since the start of the main professional sports in North America and England. Over 400,000 games are analysed. The leagues represented are the National League (1876?–?2002) and American League (1901?–?2002) for baseball, the National Hockey League (1917?–?2003) for ice hockey, the National Football League (1933?–?2002) for American football, the National Basketball Association (1946?–?2003) for basketball, and the four levels of professional football, formerly called the Football League, in England (1888?–?2003). Problems caused by unbalanced playing schedules are considered. The results are presented graphically to show long-term trends and sudden changes. The highest levels of home advantage for all sports were in their early years of existence. Home advantage in ice hockey, basketball and football in England has declined over the last two decades. In baseball there has been very little change over the last 100 years, with home advantage consistently lower than in other sports. There was a large drop in home advantage in football in England following the 7-year suspension of the league during the Second World War. The trends and changes provide some evidence that travel and familiarity contribute to home advantage, but little in support of crowd effects. 相似文献
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Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007 相似文献
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