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排序方式: 共有268条查询结果,搜索用时 15 毫秒
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Judith L. Green Gregory J. Kelly Maria Lucia Castmheira Julie Esch Carolyn Frank Marli Hodel 《教育心理学家》2013,48(3-4):227-234
The purpose of our commentary is to offer ways of understanding the differences in theoretical positions and of exploring what difference the differences make. To conceptualize a basis for understanding the theoretical transformation currently taking place in the field of educational psychology, we bring two constructs from the philosophy of science to bear. We suggest that one way to understand the differences is to consider the expressive potential of the research programs. In so doing, we suggest that the research programs be seen as intellectual ecologies created by members within these traditions. We argue that to understand the emic point of view of a tradition, one must become initiated into the discourse within that community and understand the historical development of the ideas within that intellectual ecology. 相似文献
93.
Daniel Mayorga-Vega Alejandro Martínez-Baena Jesús Viciana 《Journal of sports sciences》2018,36(17):1913-1922
Physical education has been highlighted as an important environment for physical activity promotion, however, to our knowledge there are no previous studies examining the contribution of physical education to daily accelerometer-measured physical activity and non sedentary behaviour. The purpose was to compare the accelerometer-measured physical activity and sedentary behaviour between physical education, non-physical education and weekend days in adolescents. Of the 394 students from a Spanish high school that were invited to participate, 158 students (83 boys and 75 girls) aged 13–16 years were analyzed (wear time ≥ 600 min). Participants’ physical activity and sedentary behaviour were objectively-measured by GT3X+ accelerometers during physical education (one session), non-physical education and weekend days. Results indicated that overall adolescents had statistically significant greater physical activity levels and lower values of sedentary behaviour on physical education days than on non-physical education and weekend days (e.g., moderate-to-vigorous physical activity = 71, 54 and 57 min; sedentary = 710, 740 and 723 min) (p < 0.05). Physical education contributes significantly to reducing students’ daily physical inactivity and sedentary behaviour. Increasing the number of physical education classes seems to be an effective strategy to reduce the high current prevalence of physical inactivity and sedentary behaviour in adolescence. 相似文献
94.
This article documents public opinion research activities inMexico in the 1940s and the role played by Hungarian professorLászló Radványi, who immigrated to thatcountry at the height of World War II. Our research relies onseveral of Radványi's publications archived in differentcountries, as well as on interviews with family, acquaintances,and experts on the work of his wife, the German poet Anna Seghers.During his years in Mexico, Radványi founded the ScientificInstitute of Mexican Public Opinion, in 1941, and the InternationalJournal of Opinion and Attitude Research, in 1947—a forefatherof today's IJPOR. He was also a founding member of WAPOR. Hisearly "sample surveys" raised important methodological issuesand recorded opinion results that reflect the vibrant timesof war and policy making in a modernizing country. However,Radványi's contribution to the profession has been virtuallyforgotten. Until now, accounts about how public opinion researchbegan in Mexico either ignored Radványi's works or reducedhis ten years of survey research to a single footnote. Thisarticle is an attempt to fill this enormous omission and highlightsome of Radványi's contributions to these early stagesof survey research. 相似文献
95.
Fatima E. Terrazas-Arellanes Alejandro J. Gallard M. Lisa A. Strycker 《International Journal of Science Education》2018,40(5):498-518
The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p?.001); no significant interactions were found between treatment condition and learning disability or English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units. 相似文献
96.
Alejandro?G.?FrankEmail author Natália?Sander Luca?Gastaldi Emanuele?Madini Mariano?Corso 《知识管理研究与实践》2017,15(4):507-522
This paper proposes a model to assess the level of maturity in Virtual Communities of Practice (VCoPs). The model is based on a theoretical construction attained from the analysis of previous frameworks proposed in literature. Using this construction, we have proposed eight main organizational, managerial and technological levers to improve the performance of VCoPs. Additionally, the model presents the analysis of four performance metrics obtained from these VCoP management levers. The model presented can be used as a benchmarking tool for analysing how companies perform in their management of VCoPs. After developing the model, we applied it to a benchmarking study of four global oil and gas companies. Our results include a performance comparison among these companies as well as the main practices and technologies they use to achieve success in the management of VCoP. 相似文献
97.
Jacobo . Rubio-Arias Luis Andreu Luis Manuel Martínez-Aranda Alejandro Martínez-Rodríguez Pedro Manonelles Domingo J. Ramos-Campo 《运动与健康科学(英文)》2021,10(2):192-200
BackgroundTo finish an endurance race, athletes perform a vigorous effort that induces the release of cardiac damage markers. There are several factors that can affect the total number of these markers, so the aim of this review was to analyze the effect of endurance running races on cardiac damage markers and to identify the factors that modify the levels of segregation of these cardiac damage markers.MethodsA systematic search of PubMed, Web of Science, and the Cochrane Library databases was performed. This analysis included studies where the acute effects of running races on cardiac damage markers (troponin I and troponin T) were analyzed, assessing the levels of these markers before and after the races.ResultsThe effects of running races on troponin I (mean difference = 0.0381 ng/mL) and troponin T (mean difference = 0.0256 ng/mL) levels were significant. The ages (R2 = 14.4%, p = 0.033) and body mass indexes (R2 = 14.5%, p = 0.045) of the athletes had a significant interaction with troponin I. In addition, gender, mean speed, time to finish the race, and type of race can affect the level of cardiac damage markers.ConclusionEndurance running races induce the release of cardiac-damage markers that remain elevated for at least 24 h after the races. In addition, young male athletes with high body mass indexes who perform races combining long duration and moderate intensity (i.e., marathons) release the highest levels of cardiac damage markers. Physicians should take into consideration these results in the diagnosis and treatment of patients admitted to the hospital days after finishing endurance running races. 相似文献
98.
Patricia Alvarez McHatton Elizabeth Shaunessy Claire Hughes Alejandro Brice Mary Ann Ratliff 《Multicultural Perspectives》2013,15(3):12-20
Hispanic students' awareness of cultural, linguistic, and sociopolitical issues are influenced by their experiences in schools and affect their sense of identity. An examination of student discourse between bilingual gifted and bilingual general education students in an urban middle school is presented, with particular attention given to how participating bilingual students relate to each other, peers (in general and gifted education), teachers, administrators, families, and communities, and how they perceive themselves. A discussion of the core issues that emerged, including students' reawakening to their ethnic identity, differing rationales for using native language, and observed differences in self-perceptions between the gifted and general education bilingual Hispanic students is provided, along with results and implications for future research. 相似文献
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