Correction to: Neglected Elements of a High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions

Early Childhood Education Journal - The original version of this article unfortunately contains some typo in Table 1.     

A modified TRIMP to quantify the in-season training load of team sport players

Abstract

The aims of the study were to modify the training impulse (TRIMP) method of quantifying training load for use with intermittent team sports, and to examine the relationship between this modified TRIMP (TRIMP_MOD) and changes in the physiological profile of team sport players during a competitive season. Eight male field hockey players, participating in the English Premier Division, took part in the study (mean±s: age 26±4 years, body mass 80.8±5.2 kg, stature 1.82±0.04 m). Participants performed three treadmill exercise tests at the start of the competitive season and mid-season: a submaximal test to establish the treadmill speed at a blood lactate concentration of 4 mmol · l^?1; a maximal incremental test to determine maximal oxygen uptake ([Vdot]O_2max) and peak running speed; and an all-out constant-load test to determine time to exhaustion. Heart rate was recorded during all training sessions and match-play, from which TRIMP_MOD was calculated. Mean weekly TRIMP_MOD was correlated with the change in [Vdot]O_2max and treadmill speed at a blood lactate concentration of 4 mmol · l^?1 from the start of to mid-season (P<0.05). The results suggest that TRIMP_MOD is a means of quantifying training load in team sports and can be used to prescribe training for the maintenance or improvement of aerobic fitness during the competitive season.     

Researching the pupil voice: what makes a good teaching assistant?

This article reports on a small‐scale research project concerning the views of pupils on what comprises a good teaching assistant (TA). The study indicates that pupils clearly valued the support given to them by TAs. The pupils outlined the main personal and professional characteristics they wanted to see in, as well as the kinds of support they wanted from, a TA. The implications of these data for schools and for TAs themselves are briefly indicated.     

Cueing the Visitor: The Museum Theater and the Visitor Performance

There are an estimated 17,500 museums in the United States. If people think these institutions are pretty much the same once you get inside or that the differences between them are unimportant, it might be hard to persuade them that all 17,500 are needed. Exhibitions can have great transformational power; why don’t they exercise that power more often? Have museums not fully understood exhibitions as a medium? Have we not devoted enough attention to the full repertoire of visitor feelings? Have visitors been telling us this and we have failed to listen? For many people, museums play many roles in their lives; for most others few or none. How can this be? “Museum‐adept” visitors seem to prize museums as theaters in which their own emotional and spiritual journeys can be staged, but what about the non‐museum‐adept? Can the museum‐adept teach us how to realize our medium’s full potential?     

基于LMA软件的移动学习资源设计

移动学习是一种新型学习形式,可为学习者带来一种随时随地获取知识的新的学习体验。学习资源的有效开发是影响移动学习开展的重要因素之一。依据移动学习资源的特性,分析了LMA软件的突出功能,探讨了利用LMA软件设计移动学习资源的实施过程。     

Implications of task structure on self‐regulated learning and achievement

School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth‐grade science students’ motivation, reported use of learning strategies, achievement, calibration, and task perceptions as they engage in a well‐structured task (WST) and an ill‐structured task (IST). Students achieved higher grades on, and reported more ease and value for, the WST whereas they utilised critical thinking and peer learning strategies more on the IST. Lower academic achievers calibrated their achievement less accurately on each task and experienced lower grades, interest, ease, and management capability on the IST. Conversely, higher academic achieving students reported more self‐efficacy and effort regulation and lower anxiety and elaboration on the IST. Motivation – notably less intrinsic goal orientation in low academic achievers and higher task value and self‐efficacy – predicted performance on the IST. The structure of tasks may provide prompts that illicit unique self‐regulated learning responses in students.     

学习共同体内隐性知识的共享

隐性知识的共享对学习者提高学习效率、知识水平、解决问题能力有着重要的促进作用,但隐性知识的内隐性和难以表述性常常导致学习共同体内知识共享的困难。在分析学习共同体概念、隐性知识主要特征及其与显性知识的转化方式基础上,探究隐性知识共享的基本途径,提出在学习共同体内共享隐性知识的策略。