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111.
The aim of this study was to assess the effect of to isometic contraction durations during propiceptive neuromuscular facilitation stretching on gains inflexion at the hip. Forty-three women (M age = 20.0 years, SD = 1.3) were assigned to one of three groups: 5-s isometric contraction (5-IC), 10-IC, and control. Flexibility was assessed at baseline and Weeks 3 and 6. Analysis of covariance, controlling for pretest differences, showed a significant interaction, F(2, 33) = 44.1, p < .001. Flexibility was significant lower in the control group relative to the 5-IC and 10-IC groups and in the 5-IC group relative to the 10-IC group at 3 and 6 weeks (3 weeks = 101.2 +/- 1.4 degrees, 114.3 +/- 1.5 degrees, 120.5 +/- 1.3 degrees; 6 weeks = 103.0 +/- 1.4 degrees, 126.1 +/- 1.6 degrees, 133.3 +/- 1.4 degrees for control, 5-IC and 10-IC groups, respectively). A longer contraction time led to greater increases in flexibility. 相似文献
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Raymond W. Kulhavy Mary T. White Bruce W. Topp Ann L. Chan James Adams 《Contemporary educational psychology》1985,10(3):285-291
College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension. 相似文献
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Bret G. Range Susan Scherz Carleton R. Holt Suzanne Young 《Educational Assessment, Evaluation and Accountability》2011,23(3):243-265
The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising
and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys,
a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often than evaluative behaviors.
Elementary principals perceived their evaluative practices as significantly more prevalent than secondary principals. Furthermore,
principals indicated that their greatest frustrations in supervising teachers were time, the evaluation instrument, and teachers’
unwillingness to change. Additionally, findings suggested that Wyoming principals utilized classroom walkthroughs because
they provided a snapshot of teaching and provided a medium for providing feedback. In regards to developmental supervision,
principals indicated that novice teachers received much more supervision than veteran teachers. However, their reported use
of differentiated supervision only applied to teacher autonomy concerning professional development goals. Principals reported
that teachers had little input concerning the methods by which they were supervised. Finally, a majority of the Wyoming principals
felt that improvement plans were effective at changing mediocre teaching behaviors, but 40% were speculative that such plans
truly remediated poor teachers. 相似文献
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This study investigated development of the Big Five personality traits from early childhood into adulthood. An initial group of 137 Swedish children were assessed eight times between ages 2 and 29 years. Initial decreases in extraversion leveled off in early adulthood; agreeableness and conscientiousness increased from ages 2 to 29; neuroticism initially increased, leveled off in later childhood and adolescence, and decreased throughout early adulthood; while openness to experience showed an initial increase, then decreased and leveled off in early adulthood. Individual developmental trajectories varied significantly, particularly in relation to gender. Personality traits became increasingly stable, and the fact that childhood scores predicted scores in adulthood indicated that personalities are fairly stable across this portion of the life span. 相似文献
120.
The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different tutee in each of four segment of the tutoring session) and communication context (face-to-face or computer-mediated). Although there were no overall learning differences across experience conditions, tutees who worked with the same tutor demonstrated better learning of concepts initially discussed during the final tutoring segment. Shared experience led to accurate competence assessments only in the computer-mediated context, suggesting that cognitive load influences assessment development. However, there was no evidence of micro-adaptation. 相似文献