Stress responses during aerobic exercise in relation to motivational dominance and state

We examined the hypothesis that congruence between motivational dominance and state results in optimal psychological responses and performance during exercise. Twenty participants (10 telic dominant and 10 paratelic dominant) rated their stress at 5 min intervals as they cycled on an ergometer at gas exchange threshold for 30 min in both telic and paratelic state manipulated conditions. Participants then performed a test to exhaustion at a resistance equivalent to 110% of VO(2max). The hypothesized interaction between condition and dominance was significant for internal tension stress, as paratelic dominants were more stressed than telic dominants when exercising in the telic state and telic dominants were more stressed than paratelic dominants when exercising in the paratelic state. Similarly, the condition × dominance interaction for internal stress discrepancy was significant, as paratelic dominants reported greater internal stress discrepancy exercising in the telic compared with the paratelic state. Findings are discussed in relation to the application of reversal theory for understanding stress responses during aerobic exercise.     

Access — the Problem and Potential

The article sketches the centrality of 'access' to Government thinking but questions the compatibility of this ideological commitment with the current funding regime. Whilst focussing upon the success of 'access courses' in promoting alternative, high quality routes to higher education it indicates the depth of cultural and institutional change required if access and mass higher education are to become realities. By clearly distinguishing between expansion and opening access, the article makes some pragmatic suggestions as to how the latter can be achieved.     

Project ISLA: A space/time/full-text/format search and retrieval system designed by end users

This article discusses the role of end users in the design of a multi-format digital library project (ISLA) being developed at the University of Southern California Library for the study of the Los Angeles region. ISLA focuses on the specific needs of cross-disciplinary research involving large urban regions.     

What do they know?: An assessment of undergraduate library skills

This article, which examines variables affecting scores on a test of library skills, finds that the frequency with which students receive assignments requiring library research is the best predictor of a score. The unevenness is students' research skills has implications for bibliographic instruction.     

Sustaining High-Quality Teaching and Evidence-Based Curricula: Follow-Up Assessment of Teachers in the REDI Project

Research Findings: Recent research has validated the power of evidence-based preschool interventions to improve teaching quality and promote child school readiness when implemented in the context of research trials. However, very rarely are follow-up assessments conducted with teachers in order to evaluate the maintenance of improved teaching quality or sustained use of evidence-based curriculum components after the intervention trial. In the current study, we collected follow-up assessments of teachers 1 year after their involvement in the REDI (REsearch-based, Developmentally Informed) research trial to evaluate the extent to which intervention teachers continued to implement the REDI curriculum components with high quality and to explore possible preintervention predictors of sustained implementation. In addition, we conducted classroom observations to determine whether general improvements in the teaching quality of intervention teachers (relative to control group teachers) were sustained. Results indicated sustained high-quality implementation of some curriculum components (the Promoting Alternative THinking Strategies curriculum) but decreased implementation of other components (the language/literacy components). Sustained intervention effects were evident on most aspects of general teaching quality targeted by the intervention. Practice or Policy: Implications for practice and policy are discussed.     

职业教育中学习心理规律的应用偏差

目前,我国职业教育在学习心理规律的应用方面存在偏差,具体表现为:调动学习动机时,未能充分利用多种适宜的动机源,且有急功近利倾向;培训职业技能时,重外显操作训练,轻内隐心智培养和心理调控方法的有效使用;在迁移能力培养方面,对迁移能力形成的机制缺乏准确认识与把握,回避远迁移。避免误用学习的心理规律,力求协调好外显经验与内隐经验、专项技能与综合素质、个体与共同体、课堂环境与实训环境、短近成效与长远成效等之间的交互关系,无疑是从根本上提升职业教育的水平与成效的一个有效途径。     

教师角色转换中内涵性特征的缺失与补救

教师角色具有理念性、系统性、实践性、主体性、创造性等内涵性特征。教师角色内涵性特征的缺失,导致教师角色转换过程中呈现出角色转换混乱无序、线性模式、工具性取向角色转换行动被动滞后等现象。为此,亟需加强教师角色转换的系统引控,关注教师角色转换的行动体验,促成教师角色转换的反思习惯,凝炼教师角色转换的创新内核,搭建彰显教师个体生命价值的平台。