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991.
Simon T. Tidd Timothy M. Stoelinga Angela M. Bush-Richards Donna L. De Sena Theodore J. Dwyer 《The Journal of educational research》2018,111(1):95-107
Double-block instruction has become a popular strategy for supporting struggling mathematics students in algebra I. Despite its widespread adoption, little consistent evidence supports the attributes of a successful double-block design or the effectiveness of this instructional strategy. In this study, the authors examine a pilot implementation of a double-block strategy—instantiated in the program Intensified Algebra—that combines core algebra content with insights from research on how students learn mathematics and explicit noncognitive supports focused on key attitudes, beliefs, and behaviors essential to student success. The results of the study show that, when implemented with fidelity, participation in the program significantly increased student achievement on the state end-of-course algebra I assessment. 相似文献
992.
Tang T. Heng 《高等教育研究与发展》2018,37(6):1141-1155
This article contests the narrative of Chinese international students (internationals for short) as passive and problematic to reveal the complexity and fluidity of their experiences. Simultaneously, it troubles the overly linear approach of stage theory in understanding internationals’ adjustment. Following nine first- and nine second-year students in US colleges over a year and involving them in semi-structured interviews and journal prompts, this research examined how they evolved. Findings show that while participants grew on academic and personal fronts, their experiences remained multi-dimensional, with second years being less sanguine and reporting challenges different from first years. This article argues that seeing Chinese internationals’ evolution as an uneven ascent affords a more nuanced understanding compared to a U-shape stage theory as it recognizes that while internationals are evolving, new situations provide challenges which they learn to overcome. Consequently, Chinese internationals’ growth troubles the deficit discourse around them and departs from pre-existing research around postgraduates. Findings spell implications for how the college community should enhance transcultural understanding and how future research around internationals could develop. 相似文献
993.
Goktug T. Cinar Pedro M.N. Sequeira Jose C. Principe 《Journal of The Franklin Institute》2018,355(4):1638-1662
In this paper we develop a new framework for time series segmentation based on a Hierarchical Linear Dynamical System (HLDS), and test its performance on monophonic and polyphonic musical note recognition. The center piece of our approach is the inclusion of constraints in the filter topology, instead of on the cost function as normally done in machine learning. Just by slowing down the dynamics of the top layer of an augmented (multilayer) state model, which is still compatible with the recursive update equation proposed originally by Kalman, the system learns directly from data all the musical notes, without labels, effectively creating a time series clustering algorithm that does not require segmentation. We analyze the HLDS properties and show that it provides better classification accuracy compared to current state-of-the-art approaches. 相似文献
994.
In an increasingly differentiated culture of movement, play and sport as well as a more and more digitized society, the topic of eSports has been intensively discussed in recent time. The objective-categorical basics of the discussion seem to be clear only at first sight. A closer look points to the need of a differentiated cross-disciplinary discussion of the topic. It becomes clear that above all the underlying understanding of sport, the content-related demarcation as well as the social positioning contribute decisively to the perception of eSport (approval/rejection). The present article takes up the discussion with reference to the heterogeneity, heteronomy and complexity of sports and provides an alternative interpretive idea on the topic. 相似文献
995.
Aaron T. Piepmeier Jennifer L. Etnier Kimberly S. Fasczewski 《European Journal of Sport Science》2018,18(9):1264-1270
The purpose of this study was to explore the effects of the perceived purpose of exercising on the self-selected distance peddled during an acute cycling task. Participants were randomly assigned to one of three groups (health, wealth, charity). All participants watched a video emphasizing the health benefits of performing at least 30?min of daily exercise. Those in the health group were not provided any additional information. Those in the wealth group were then informed that they would earn money for every two kilometres cycled. Those in the charity group were informed that they would earn money for a charity for every two kilometres cycled. Participants were not given a time/distance limit and were instructed to cycle until they chose to stop. Analyses revealed that participants in the wealth and charity group cycled significantly farther than those in the health group (approximately twice as far). Additionally, a significant sex by group interaction showed that women cycled farther for charity while men cycled farther for wealth. These results suggest that health messages used to increase exercise behaviour may benefit from exploring how paradigms from behavioural economics influence behaviors that have relevance to public health. 相似文献
996.
Aaron T Scanlan Jordan L Fox Nattai R Borges Anne Delextrat Tania Spiteri Vincent J Dalbo 《Journal of sports sciences》2018,36(8):852-860
This study quantified lower-limb strength decrements and assessed the relationships between strength decrements and performance fatigue during simulated basketball. Ten adolescent, male basketball players completed a circuit-based, basketball simulation. Sprint and jump performance were assessed during each circuit, with knee flexion and extension peak concentric torques measured at baseline, half-time, and full-time. Decrement scores were calculated for all measures. Mean knee flexor strength decrement was significantly (P < 0.05) related to sprint fatigue in the first half (R = 0.65), with dominant knee flexor strength (R = 0.67) and dominant flexor:extensor strength ratio (R = 0.77) decrement significantly (P < 0.05) associated with sprint decrement across the entire game. Mean knee extensor strength (R = 0.71), dominant knee flexor strength (R = 0.80), non-dominant knee flexor strength (R = 0.75), mean knee flexor strength (R = 0.81), non-dominant flexor:extensor strength ratio (R = 0.71), and mean flexor:extensor strength ratio (R = 0.70) decrement measures significantly (P < 0.05) influenced jump fatigue during the entire game. Lower-limb strength decrements may exert an important influence on performance fatigue during basketball activity in adolescent, male players. Consequently, training plans should aim to mitigate lower-limb fatigue to optimise sprint and jump performance during game-play. 相似文献
997.
This study investigated the associations between fundamental athletic movement and physical fitness in junior Australian football (AF). Forty-four under 18 players performed a fundamental athletic movement assessment consisting of an overhead squat, double lunge, single leg Romanian deadlift and a push up. Movements were scored on three assessment criterions using a three-point scale. Additionally, participants performed five physical fitness tests commonly used for talent identification in AF. A Spearman’s nonparametric correlation matrix was built, with correlation coefficients being visualised using a circularly rendered correlogram. Score on the overhead squat was moderately positively associated with dynamic vertical jump height on left (rs = 0.40; P ≤ 0.05) and right (rs = 0.30; P ≤ 0.05) leg take-off, stationary vertical jump (rs = 0.32; P ≤ 0.05) and negatively associated with 20-m sprint time (rs = ?0.35; P ≤ 0.05). Score on the double lunge (left/right side) was moderately positively associated with the same physical fitness tests as well as score on the multistage fitness test. Results suggest that improvements in physical fitness qualities may occur through concurrent increases in fundamental athletic movement skill, namely the overhead squat and double lunge movements. These findings may assist with the identification and development of talent. 相似文献
998.
The purpose of the After School Creative Expression Program (ASCEP) was to provide a short-term afterschool program focusing on the visual and written creative arts to a group of elementary school children attending a Title 1 school. Pre-service teachers attending a liberal arts university within the same geographic region developed lessons in writing and photography and served as afterschool educators for ASCEP. The program provided pre-service teachers a valuable experience outside the classroom. Findings demonstrate pre-service educators gained new insights from ASCEP that will impact their teaching practices during school. Overall, results show ASCEP provided future educators with valuable learning experiences and opportunities to connect more deeply with their students and their community. 相似文献
999.
The efforts to improve the quantitative reasoning (quantitative literacy) skills of college students in the United States have been gaining momentum in recent years. At the same time, the blended learning approach to course delivery has gained in popularity, promising better learning with flexible modalities and pace. This paper presents the results of an exploratory study that compares student learning outcomes and student attitudes over several semesters of blended versus traditional delivery in the upper-division quantitative literacy course at Point Loma Nazarene University. 相似文献
1000.
Jamie L. Jensen Emily A. Holt Jacob B. Sowards T. Heath Ogden Richard E. West 《Journal of Science Education and Technology》2018,27(6):523-535
In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested. 相似文献