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411.
Carla Luguetti Kimberly L. Oliver David Kirk Luiz Dantas 《Sport, Education and Society》2017,22(4):493-510
This study explores an activist approach for co-creating a prototype pedagogical model of sport for working with boys from socially vulnerable backgrounds. This paper addresses the key features that emerged when we identified what facilitated and hindered the boys’ engagement in sport. This study was an activist research project that was conducted between July 2013 and December 2013 in a soccer program in a socially and economically disadvantaged neighborhood in Brazil. The lead author, supervised by the second author, worked with a soccer class of 17 boys between ages 13 and 15, 4 coaches, a pedagogical coordinator and a social worker. Multiple sources of data were collected, including 38 field journal/observations and audio records of: 18 youth work sessions, 16 coaches’ work sessions and 3 combined coaches and youth work sessions. In addition, the first and second author had 36 90-minute debriefing and planning sessions. By using an activist approach, three features were identified as being essential: an ethic of care, an attentiveness to the community and a community of sport. Findings suggest that it is possible to use sport as a cultural asset to benefit youth from socially vulnerable backgrounds by offering them a place where they can feel protected and dream about possible futures. 相似文献
412.
In this study, we investigate the old German football myth that the fouled player should not take the resulting penalty himself, as he is at an increased risk of missing. Previous analyses are improved on as we adjust for potential confounders that might influence self-taking as well as successful penalty conversion. Our findings reveal some important predictors for self-taking but, somewhat surprisingly, neither self-taking nor any of the potential confounders predicts scoring a penalty kick. 相似文献
413.
414.
Rodrigo P. Lemos Jonas A. Kunzler Diego F. Burgos B. Mário J. de Souza Hugo V. L. e Silva Yroá R. Ferreira Edna L. Flôres Oliver Sander 《Journal of The Franklin Institute》2019,356(6):3781-3796
SEAD method estimates the direction-of-arrival angles on an uniformly linear array based on the difference between the two largest singular values, what is called differential spectrum. Although it presented an outstanding performance, the ability to indicate the source positions was not elucidated yet. Inspired by the differential spectrum formulation we derived a total differential spectrum and found out that the matrix norm induced by the vector 2-norm of a modified spatial covariance matrix can be used to estimate the direction-of-arrival of multiple plane waves. Indeed we show that matrix norms are estimators and we propose their use instead of the singular value decomposition in SEAD-based methods. We present a general mathematical expression in order to explicit the operating principles of the proposed methods. Consequently, we were able to explain how the relation between the arriving and the search angles produces the larger peaks on the differential spectrum. To evaluate the important role played by matrix norms, a thousand experiments were carried out. They showed that the proposed approach proved to be as accurate as the previous SEAD-based methods, while providing a significant reduction on runtime. It also outperformed well-established methods like MODEX regarding the estimation error. 相似文献
415.
Oliver Dickhäuser Marc-André Reinhard 《European Journal of Psychology of Education - EJPE》2010,25(3):399-409
Individual differences in need for cognition (NFC) have been found to correspond with differences in information processing.
Individuals with lower NFC process information using a peripheral route compared to individuals higher in NFC. These differences
may effect the formation of performance expectancies. Based on previous work demonstrating that the formation of performance
expectancies can be understood as an information-processing event and that inferring expectancies from the specific self-concept
requires cognitive motivation, we tested whether students with higher NFC had performance expectancies in a specific subject
that more strongly depended on their specific self-concept. Three hundred seventy-five students from grade 8 and 9 reported
their NFC, their performance expectancies for the final report card in Mathematics and German, the general self-concept, and
specific self-concepts in Mathematics and German. Multiple linear regressions supported the interaction hypothesis concerning
performance expectancies in Mathematics and German. The higher the students’ NFC, the stronger performance expectancies were
related to the corresponding specific self-concept. Individual differences in NFC influence motivational processes and should
be included in models describing the relation between self-concepts and students’ beliefs like expectancies. 相似文献
416.
Dr. Oliver Walter 《Zeitschrift für Erziehungswissenschaft》2011,14(3):397-419
This article analyses the reading and mathematics competencies and mathematicsrelated motivation of students of Vietnamese and Filipino descent in Germany. The data set used is the extended sample from PISA 2003. Statistical analyses show that both student groups from Southeast Asia reach similar competency levels as students without an immigrant background. It is only in reading that Vietnamese students score slightly lower. These students are, additionally, both highly intrinsically and extrinsically motivated in mathematics. The family background of students of Filipino descent is similar to that of students without an immigrant background. In contrast, Vietnamese families have less economic and cultural capital at their disposal. After controlling for family background, students of Vietnamese descent reach significantly higher levels of reading and mathematical competency than students without an immigrant background. 相似文献
417.
418.
Mike Oliver 《欧洲特需教育杂志》2013,28(1):20-28
ABSTRACT This paper provides a critique of the debate between Tony Booth and Mårten Söder. It suggests that their argument is outdated and irrelevant and locked into old views of integration. A new view of integration is then advanced, based upon the experience of disability and the views of disabled people. 相似文献
419.
420.
Morris Gellisch Oliver T. Wolf Nina Minkley Wolfgang H. Kirchner Martin Brüne Beate Brand-Saberi 《Anatomical sciences education》2022,15(5):811-826
To examine the implications of the transition from face-to-face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-to-face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face-to-face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face-to-face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face-to-face learning, suggesting stronger stress responses in the face-to-face learning environment (η2 = 0.421, P < 0.001). Furthermore, participants engaged in face-to-face learning showed significantly higher cortisol concentrations (η2 = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face-to-face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face-to-face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students. 相似文献