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141.
142.
Although patellar taping has been shown to reduce pain in participants with patellofemoral pain syndrome, the mechanisms of pain reduction have not completely been established following its application. The purpose of this study was to evaluate EMG activity of vastus medialis and vastus lateralis following the application of patellar taping during a functional single leg squat. Both vastus medialis obliquus-vastus lateralis onset and vastus medialis obliquus/vastus lateralis amplitude of 18 participants with patellofemoral pain syndrome and 18 healthy participants as controls were measured using an EMG unit. This procedure was performed on the affected knee of participants with patellofemoral pain syndrome, before, during, and after patellar taping during unilateral squatting. The same procedure was also performed on the unaffected knees of both groups. The mean values of vastus medialis obliquus-vastus lateralis onset prior to taping (2.54 ms, s = 4.35) were decreased significantly following an immediate application of tape (-3.22 ms, s = 3.45) and after a prolonged period of taping (-6.00 ms, s = 3.40 s) (P < 0.05). There was also a significant difference between the mean values of vastus medialis obliquus-vastus lateralis onset among controls (-2.03 ms, s = 6.04) and participants with patellofemoral pain syndrome prior to taping (P < 0.05). However, there were no significant difference between the ranked values of vastus medialis obliquus/vastus lateralis amplitude of the affected and unaffected knees of participants with patellofemoral pain syndrome and controls during different conditions of taping (P > 0.05). Decreased values of vastus medialis obliquus-vastus lateralis onset may contribute to patellar realignment and explain the mechanism of pain reduction following patellar taping in participants with patellofemoral pain syndrome. 相似文献
143.
Açıkgöz Ömer Aslan Aydın Günay Aslı 《Educational technology research and development : ETR & D》2022,70(5):1893-1910
Educational technology research and development - This study aims to evaluate the level of Turkish higher education graduates’ problem-solving skills (PSSs) in technology-rich environments... 相似文献
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145.
Carl Anders Säfström 《Asia-Pacific Journal of Teacher Education》2014,42(4):337-346
In this text, which was originally delivered as a speech, I discuss the massive critique of teachers in the public discourse on education in Sweden over the last decade. I speak in defence of teachers, and since I am a teacher I speak in defence of myself. The critique of teachers, schooling, and teacher education has been so overbearing that a purely rational response is simply not possible. Therefore, my response is rhetorical in tone. In highlighting the passion of teaching, I lift something central for teachers, which is seldom or never taught about teaching in teacher education. Neither is the passion of teaching present in the public discourse on education. Passion, I argue in the article, is that which adds excess or an overflow of meaning that cannot be contained within the order of discourse and which therefore puts this discourse out of balance. Finally, I discuss a new balance beyond this order in the context of a classroom. In a concluding section, I highlight the struggle over borders which define who can speak and think in “good” order and who cannot. 相似文献
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United Nations of Education Scientific and Cultural Organisation’s (UNESCO’s) founding statements about environmental education (EE) in the 1970s positioned it as a multidisciplinary field of inquiry. When enacted as such, it challenges traditional ways of organising secondary school education by academic subject areas. Equally, according to UNESCO, EE requires various forms of integrated and project-based teaching and learning approaches. These can involve hands-on experimentation alongside the retrieval and critical analysis of information from diverse sources and perspectives, and with different qualities and statuses. Multidisciplinary and knowledge engagement challenges are key considerations for an EE curriculum designed to harness information and communication technologies (ICT) to support and enhance student learning, which also challenge traditional instructional priorities that for example are largely based on textbooks. This review summarises research that has sought to integrate ICT and digital tools in EE. A key finding is that while there is a rich variety of such tools and applications available, there is far less research on their fit with and implications for student learning. The review calls for further studies that will provide models of productive forms of teaching and learning that harness ICT resources, particularly in developing the goals and methodologies of EE in the twenty-first century. 相似文献
148.
The article presents an analysis of how diversity is defined and attended to in Swedish schools. The research reported has been carried out as a case study of categorizing practices that concern the uses of neuropsychiatric diagnoses, notably ADHD. The data were collected as part of a larger study. The interaction over a two-year period between the parents of a boy (William, aged 5.5 years) and representatives of the school (school psychologist, principal, teacher etc.) has been analysed. It is shown that parents and professionals provide different accounts of William’s difficulties. The parents, while not denying that their son causes problems in class, argue that the boy will mature and that the problems will disappear. The representatives of the school try to convince the parents that a neuropsychiatric examination of the boy will be beneficial to all parties. The long process of negotiation can be understood as a rhetorical drama, where the category ‘ADHD’ serves as the resolution of a complex institutional problem in the modern welfare state. 相似文献
149.
Prof. Dr. Sigrid Blömeke Prof. Dr. Johannes König Dr. Andreas Busse Dr. Ute Suhl Jessica Benthien Prof. Dr. Martina Döhrmann Prof. Dr. Gabriele Kaiser 《Zeitschrift für Erziehungswissenschaft》2014,17(3):509-542
The transition from teacher training into the teaching profession is seen to be key in the biography of a teacher. Yet there is a lack of enquiry into the development of the content knowledge (CK) and pedagogical content knowledge (PCK) held by teachers at the end of their education, and into the significance of this knowledge for situational and behavioural cognition. On the basis of data from the international comparative study TEDS-M 2008 and the Germany-based 2012 follow-up, this contribution investigates the knowledge and skills development of teachers during the transition from teacher training to the teaching profession in a four-year longitudinal study with n = 171 mathematics teachers. Three test formats (paper-and-pencil, video-vignettes and speed tests) are used to examine various indicators for teacher expertise. In addition to the analysis of changes in mathematical CK and PCK levels, path analysis is used to determine the extent to which this knowledge functions as a predictor for the perception and interpretation of classroom situations, the decision-making in these situations, and the quick identification of student mistakes. The results show only small changes in the group mean (for MCK there is a small loss, whereas MPCK remains constant), but high fluctuation (i. e. weak correlation) in the MPCK ranking between the two measurement occasions, pointing to differential learning effects gained from teaching practice. There are also significant differences in predictability: MCK is important for the speed indicators of teacher expertise; MCK and MPCK for the perception and interpretation of situations, and for the generation of action strategies. These findings can on the one hand help to facilitate the evaluation of beginning teachers’ need for support and, on the other hand, they indicate the necessity for the early integration of practice-based elements into teacher training programmes with the aim of developing PCK and related skills. 相似文献
150.
Looking at the conflictual constitution of educational systems by equality and excellence, this paper examines the discursive formation of two political rationalities in the contemporary German educational system that are directly opposed. While early childhood and primary education discourses are dominated by a terminology of equity, tertiary education institutions such as universities are described with a terminology of excellence that has become a reference point for political interventions and institutional reform processes.Taking up the theoretical position of hegemony-theory, governmentality studies and system theory, the paper analyzes the rules of justification these hegemonic discourses refer to by employing a discourse analysis of strategic, conceptional, and institutional texts of the German education policy discourse between 2003 and 2010. The paper puts forth the thesis that mobilizing and optimizing represent the common principles of equality and excellence as rationalities of the maximal mobilization of educational ressources. 相似文献