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121.
122.
Kwon YH Como CS Singhal K Lee S Han KH 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(2):127-148
The purposes of this study were (1) to determine the functional swing plane (FSP) of the clubhead and the motion planes (MPs) of the shoulder/arm points and (2) to assess planarity of the golf swing based on the FSP and the MPs. The swing motions of 14 male skilled golfers (mean handicap = -0.5 +/- 2.0) using three different clubs (driver, 5-iron, and pitching wedge) were captured by an optical motion capture system (250Hz). The FSP and MPs along with their slope/relative inclination and direction/direction of inclination were obtained using a new trajectory-plane fitting method. The slope and direction of the FSP revealed a significant club effect (p < 0.001). The relative inclination and direction of inclination of the MP showed significant point (p < 0.001) and club (p < 0.001) effects and interaction (p < 0.001). Maximum deviations of the points from the FSP revealed a significant point effect (p < 0.001) and point-club interaction (p < 0.001). It was concluded that skilled golfers exhibited well-defined and consistent FSP and MPs, and the shoulder/arm points moved on vastly different MPs and exhibited large deviations from the FSP. Skilled golfers in general exhibited semi-planar downswings with two distinct phases: a transition phase and a planar execution phase. 相似文献
123.
124.
Gillen CM 《CBE life sciences education》2006,5(1):34-38
125.
Christopher Deneen Gavin T.L. Brown Trevor G. Bond Ronnie Shroff 《Asia-Pacific Journal of Teacher Education》2013,41(4):441-456
Outcome-based education (OBE) is a current initiative in Hong Kong universities, with widespread backing by governments and standards bodies. However, study of students’ perceptions of OBE and validation of understanding these perceptions are lacking. This paper reports on the validation of an OBE-specific instrument and resulting preliminary findings. Instrument responses (n = 89) were analysed using Rasch and exploratory/confirmatory factor analyses. Both approaches identified two dimensions (i.e. evaluation and comparison). Challenges and modifications to the instrument items and their relationships to constructs are discussed. Preliminary findings suggest students did not perceive significant differences between OBE and traditionally organised courses. Lack of explicit discussion of OBE with the students may have denied students the ability to make fully informed evaluations of OBE innovations. Implications for instrument validation and evaluation of initiatives in an OBE context are discussed as is the broader issue of transparency in teacher education curriculum design and implementation. 相似文献
126.
Justin D. Garwood Christopher L. Van Loan 《International Journal of Inclusive Education》2013,17(12):1332-1347
ABSTRACTIn response to challenging behaviour from students with emotional and behavioural difficulties (EBD), teachers around the world often label students as challenging, defining them by their disability. Negative views of students with EBD are a barrier to their inclusion and a major challenge for policy in the United States and elsewhere associated with access to the education system for students with disabilities. Pre-service teacher education has been highlighted as an optimum time to instil in pre-service educators a more equitable disposition toward behaviour management and inclusive practices. Therefore, the purpose of the current mixed-methods study was to assess whether or not an undergraduate course focused on relationship-based approaches to positive behaviour support could impact pre-service educators’ dispositions toward inclusive classroom practices for students with EBD. Survey results from 41 pre-service educators indicated that participants made significant improvements in their knowledge and understanding of compassionate behaviour management, intentional relationship building, and establishment of a welcoming classroom environment. Analysis of participants’ written responses to open-ended questions revealed several themes regarding changes in dispositions toward students with EBD. Implications for pre-service educator preparation and inclusion of students with EBD are discussed. 相似文献
127.
This article reports the use of a Structural Equation Modelling (SEM) technique as a means of exploring our understanding of the leadership of Heads of Subject Departments within School Based Management (SBM) secondary schools in Hong Kong. Arguments made by Gronn (1999, 2000), Spillane et al. (2001) suggest that studies of leadership need to focus more on a distributed model rather than seeing leadership as residing solely in the titular head of the organisation. Other recent studies (Busher & Harris 1999; Harris 2001) have examined the role of middle managers. This article explores SEM as a means of offering important measurement and insight in this complex area. The structural models generated and presented support a new integrative model of the leadership activities and behaviours of the HODs within SBM secondary schools in Hong Kong. Some initial findings (Au 2003) are reported based on a return rate of 83% from a dataset of 2739 teachers, HODs, school principals and vice- principals taken from a sample of 110 government and non-government SBM secondary schools in Hong Kong. 相似文献
128.
Christopher Day 《School Leadership & Management》2013,33(4):425-437
This paper reports multiperspective research on 10 successful, experienced headteachers working in a range of urban and suburban schools of different sizes (with different school populations and free school meals indices of between 20% and 62%). All had raised the levels of measurable pupil attainments in their schools and all were highly regarded by their peers. A key characteristic among the heads was that, regardless of styles and strategies, all revealed a passion for education, for pupils and for the communities in which they worked. The research revealed that the 10 headteachers sustained their success by the application of the a combination of 10 essential leadership qualities, skills and principles and that these enabled them to manage a number of tensions and dilemmas associated with the management of change. Fundamental to the achievement of success, however, was their passion for students, school and community. This paper explores the nature of this passion in relation in particular to six factors which are fundamental to success; achievement, care, collaboration, commitment, trust and inclusivity.1 相似文献
129.
In the face of continuous changes taking place in the education system, universities have to traverse mode 1 (teaching and knowledge production), mode 2 (co-production of knowledge with heterogeneous groups), and mode 3 (encompassing social responsibility). In this embracing an entrepreneurial and innovation ensuring a quality education combined with context, two aspects begin to gain prominence for universities: (1) ethos integrated with productive societal relationships; and (2) a superior experience for its learners. This paper undertakes a comprehensive meta-analysis of the literature matched with emerging systemic trends to argue the challenges associated with creating a productive higher education system. 相似文献
130.
Christopher Day 《Teachers and Teaching》2013,19(3):421-434
In recent years, 'being the best' as a teacher has become less of a moral imperative based on a sense of integrity and trust, and more of a dictat from governments intent on imposing their performativity agendas on teachers in the name of raising standards. One consequence of the rise of the so-called school reform agenda is that there has been a demise of teacher renewal. Each of the papers in the present issue has addressed this paradox in one way or another. The present paper suggests that the models of teacher development adopted by policy-makers do not adequately address teachers' learning needs over a career or contribute to enhancing motivation and commitment essential to raising standards in the classroom. It concludes by suggesting that universities themselves have a moral commitment to develop further new kinds of sustained knowledge, creating roles with schools and teachers through which teachers' active professionalism will be enriched. 相似文献