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61.
62.
Catherine McLoughlin & Ron Oliver 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(2):125-136
In studies on the implementation and educational uses of computers there are reports of changes in students' behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995).
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised. 相似文献
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised. 相似文献
63.
Social class and participation in further education: evidence from the Youth Cohort Study of England and Wales 总被引:2,自引:1,他引:1
Ron Thompson 《British Journal of Sociology of Education》2009,30(1):29-42
This paper examines the class distribution of young people, aged 16–17 years, in colleges of further education (FE) using data from the Youth Cohort Study. It finds that, contrary to popular perceptions of FE colleges as being for ‘other people’s children’, middle‐class students as well as working‐class students are well represented. However, this does not imply that FE colleges are institutions of choice; middle‐class representation is often related to lower achievement and, for low‐achieving working‐class students, leaving education entirely is more likely than entry to FE. These findings are explored using notions of habitus and field. Their relationship with studies of the education of middle‐class children is also discussed, and the paper suggests that research on class in FE colleges must come to terms with middle‐class presence. 相似文献
64.
This study reports the transformations of 3 science teachers who conducted action research projects following a model, unique
to our graduate program, which follows the theoretical tenets of adult and transformative learning theory. Teachers video
their teaching, engage in weekly peer group collaborative reflection sessions, collaborate with students, and consult with
other sources to identify goals for improving their teaching practices, develop action plans, and analyze the results of their
actions. As a result of this process, all 3 teachers changed their pedagogical approach from a teacher centered textbook driven
approach to a student centered inquiry based approach. Implications of using this model as a powerful means of professional
development for science teachers are explored. 相似文献
65.
Ron Bramlett Gary L. Cates Elena Savina Brittni Lauinger 《Psychology in the schools》2010,47(2):114-125
This article reviews research in the four major school psychology journals: Journal of School Psychology, Psychology in the Schools, School Psychology Quarterly, and School Psychology Review. The function of the review was to provide school psychologists with a summary of academic interventions published through years 1995–2005, synthesize the commonalities of empirically based interventions, and report on the extent to which each article provides the reader the opportunity to understand the effects of the intervention with regard to the amount of instructional time required to implement it. Results of the review suggest that reading is most heavily investigated followed by math and, to a much lesser degree, written expression. Moreover, studies use a variety of designs including single subject and group designs. Finally, it is clear that a limited number of studies evaluate the effectiveness of an intervention with regard to the amount of instructional time needed to implement the intervention. In light of these findings and in addition to the two major functions of the review, recommendations for practice and future research are presented. © 2009 Wiley Periodicals, Inc. 相似文献
66.
For the athlete training hard, nutritional supplements are often seen as promoting adaptations to training, allowing more consistent and intensive training by promoting recovery between training sessions, reducing interruptions to training because of illness or injury, and enhancing competitive performance. Surveys show that the prevalence of supplement use is widespread among sportsmen and women, but the use of few of these products is supported by a sound research base and some may even be harmful to the athlete. Special sports foods, including energy bars and sports drinks, have a real role to play, and some protein supplements and meal replacements may also be useful in some circumstances. Where there is a demonstrated deficiency of an essential nutrient, an increased intake from food or from supplementation may help, but many athletes ignore the need for caution in supplement use and take supplements in doses that are not necessary or may even be harmful. Some supplements do offer the prospect of improved performance; these include creatine, caffeine, bicarbonate and, perhaps, a very few others. There is no evidence that prohormones such as androstenedione are effective in enhancing muscle mass or strength, and these prohormones may result in negative health consequences, as well as positive drug tests. Contamination of supplements that may cause an athlete to fail a doping test is widespread. 相似文献
68.
Iain Hunter Aubree McLeod Dru Valentine Tyler Low Jared Ward Ron Hager 《Journal of sports sciences》2013,31(20):2367-2373
ABSTRACTThe choice of marathon racing shoes can greatly affect performance. The purpose of this study is to metabolically and mechanically compare the consumer version of the Nike Vaporfly 4% shoe to two other popular marathon shoes, and determine differences in running economy. Nineteen subjects performed two 5-minute trials at 4.44m/s wearing the Adidas Adios Boost (AB), Nike Zoom Streak (ZS), and Nike Vaporfly 4% (VP) in random order. Oxygen uptake was recorded during minutes 3–5 and averaged across both shoe trials. On a second day, subjects wore reflective markers, and performed a 3-minute trial in each shoe. Motion and force data were collected over the final 30 seconds of each trial. VP oxygen uptake was 2.8% and 1.9% lower than the AB and ZS. Stride length, plantar flexion velocity, and center of mass vertical oscillation were significantly different in the VP. The percent benefit of the VP over AB shoe was predicted by subject ground time. These results indicate that use of the VP shoe results in improved running economy, partially due to differences in running mechanics. Subject variation in running economy improvement is only partially explained by variation in ground time. 相似文献
69.
James V. Mastro Maria Y. Canabal Ron French 《Research quarterly for exercise and sport》2013,84(3):262-264
Purpose: Decline of motor performance in older individuals affects their quality of life. Understanding the contribution of sport-related training in advanced ages might help to attenuate motor performance decay as one gets older. The purpose of our study was to evaluate the extent to which long-lasting training in running or sport-specific skills during old age preserves motor performance in different motor tasks. Method: Older runners and tennis players with at least 10 years of training were assessed as were age-matched and young exercisers. Performance was evaluated for 6 motor tasks requiring different functions of sensorimotor control expected to decline with aging. Results: Analysis revealed that runners had increased aerobic fitness in comparison with the other older participants and that they presented similar performance to older exercisers in the motor tasks. Tennis players outperformed the other groups of older participants on coincident timing and simple reaction time and achieved similar performance to the young group on the timing task. Conclusions: These results suggest selective maintenance of task-specific processing through extensive practice of tennis-related motor skills in older adults. 相似文献
70.
Abstract An A-B-A-B time-series design was used to determine the effectiveness of a group contingency strategy in modifying on-task behavior of behaviorally disordered students in a physical education setting. A younger group (n = 12) with a mean age of 7.8 years, and an older group (n = 11) with a mean age of 11.2 years, participated in a study in which activity reinforcement for each group was contingent upon correct observation of the rules established for class. The group contingency strategy was significantly effective in increasing the percentage of on-task behavior of both groups of students. In addition, there was no significant difference in the response to treatment between younger and older students, and there were no individuals within either group who did not respond favorably to treatment. 相似文献