Sixth-grade students’ engagement in academic tasks     

Seth A. Parsons  Jacquelynn A. Malloy  Allison Ward Parsons  Erin E. Peters-Burton  Sarah Cohen Burrowbridge 《The Journal of educational research》2018,111(2):232-245

Student engagement is important for teachers and researchers because it is associated with student achievement. Guided by self-determination theory, this year-long case study used observations and interviews to examine six students’ behavioral, affective, and cognitive engagement in integrated literacy and social studies tasks. Task differences were rated according to the degree to which tasks were authentic, collaborative, challenging, student directed, and sustained. Results demonstrated that, overall, students were more engaged in tasks that include a higher degree of these elements. In particular, students reported that they were engaged in tasks that included collaboration, new learning, and teacher support.  相似文献   

Does Cartoon Violence Beget Aggressive Behavior in Real Life? An Opposing View     

Fran C. Blumberg  Kristen P. Bierwirth  Allison J. Schwartz 《Early Childhood Education Journal》2008,36(2):101-104

A commonly accepted belief is that the violence depicted in television programs, particularly cartoons, has a negative impact on young children’s behavior. However, young children may be less inclined to emulate violent actions seen on television than currently thought. Research indicates that young children have limited comprehension of television content but relatively sophisticated moral reasoning. Children’s understanding of the immorality of violence on television and the distinction between reality and make-believe may mediate these effects, as may the comic aspect of cartoons they view. We review current research concerning the effects of cartoon violence on children’s moral understanding and behavior to with the goal of helping early childhood educators and parents make informed decisions about children’s television viewing.  相似文献   

Women’s soccer in the United States: introduction     

Rachel Allison 《Sport in Society》2018,21(7):993-995

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Musculoskeletal injuries in professional modern dancers: a prospective cohort study of 15 years     

Shaw Bronner  Caroline McBride  Allison Gill 《Journal of sports sciences》2018,36(16):1880-1888

We analysed work-related musculoskeletal injuries (WMSI) in two modern dance companies to determine whether injury rates decreased and patterns altered compared to previous 3-yr and 6-yr audits (0.48 and 0.25/1000-hrs exposure respectively). In this prospectively designed 15-yr cohort study, data were collected in 30-dancer Company-1 and 12-dancer Company-2. In-house physical therapists tracked WMSI and time-loss-injuries for 159 dancers (42 dancers/yr). 15-yrs were grouped into five 3-yr blocks for comparison with prior audits. Negative binomial logistic regression analyses were conducted with exposure-hrs converted to the natural log and used as the offset variable. Block and company were categorical predictors for dependent variables: WMSI, time-loss-injuries, trauma-injuries and overuse-injuries (p < 0.05). 69% of dancers reported WMSI; 45% sustained at least one time-loss-injury. Company-1, with greater annual exposure, was 1.6-times more likely to sustain time-loss-injuries (p = 0.016, CI = 1.095–2.422) and 5.6-times more likely to sustain time-loss overuse-injuries (p = 0.003, CI = 1.812–17.327). Compared to Block-1, WMSI and time-loss-injuries decreased in Blocks-2, 3, and 5 (p ≤ 0.027). The ratio of time-loss overuse to trauma-injuries was reversed, with trauma-injuries accounting for over 80% of injuries by Block 5. Time-loss-injuries averaged 0.16 injuries/1000-hrs, lower than rates in ballet and sports. Decreased injury rates and changed injury patterns demonstrate efficacious injury management and prevention programming.  相似文献   

Exploring effectiveness in brain removal techniques: A comparison of approaches     

Ellen M. Robertson  Sara M. Allison  Caroline M. Mueller  Andrew C. Ferriby  Alex R. Roth  Ranjan Batra 《Anatomical sciences education》2024,17(1):147-156

Brain dissection is typically an important part of teaching neuroscience in health professional programs. This results in the need to effectively remove brains, which is often performed in a gross anatomy laboratory in the same curriculum. The aim of this study was to determine the most effective method of brain removal based on the time required for removal, difficulty of removal, and preservation of key brain structures for educational purposes. Six different dissectors performed each of the three calvaria removal approaches and three different spinal cord transection methods rating them for difficulty and tracking the time required. The combination of calvaria and brainstem approaches and the order of completion was randomized to control for fatigue and previous individual experience. After all brains were removed, each was evaluated by neuroscience faculty for utility in education contexts. The study found little difference between the individual approaches for both calvaria removal and spinal cord transection in regards to quality of outcome. The use of a circumferential cut only proved to be the most time-effective method for calvaria removal while a posterior cut between C1 and C2 was the most time-effective and least difficult method for brainstem release. There was no one technique that proved to be most beneficial across all three measures. However, different approaches resulted in a different combination of benefits across the time, difficulty, and outcome ratings that should be considered in light of the individual needs of any program or researcher.  相似文献   

“Aztechnology Turns:” A World wide web soap opera about change in the profession     

Allison Rossett  Cathy Keenan  Gene Adgate 《Performance Improvement》1997,36(8):20-25

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Feeling Heard: Inclusive Education,Transformative Learning,and Productive Struggle     

Diana Murdoch  Andrea R. English  Allison Hintz  Kersti Tyson 《Educational theory》2020,70(5):653-679

Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all. Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions. The authors argue that teacher–learner relationships, of a particular kind, are necessary for fostering environments wherein all learners have access to quality educational experiences associated with productive struggle as an indispensable aspect of transformative learning processes. They define such relationships as “educational relationships that support students to feel heard.” In developing their argument, the authors first analyze the concept of productive struggle, an aspect of learning increasingly recognized in research and policy as an indicator of quality education. Second, they discuss three necessary, though not sufficient, conditions for the teacher to cultivate educational relationships that support students to feel heard. Third, they draw out connections between environments that support feeling heard and those that support productive struggle, and they discuss teachers' challenges and risk-taking in creating such environments. The authors close with a discussion of implications for international policy, practice, and research.  相似文献   

First steps fast using technology to coach neophytes in analysis     

Allison Rossett  Christian Volkl 《Performance Improvement》2000,39(10):25-30

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儿童青少年体力活动与骨健康研究的10大问题     

Kathleen F. Janz  David Q. Thomas  M. Allison For  Skip M. Williams 《北京体育大学学报》2016,39(1):46-52+60

摘要：证据强烈支持体力活动对骨强度有积极的因果效应,并指出儿童进行体力活动对预防骨质疏松有长远益处。年轻时的健康骨骼可能对预防成年后由于骨量丢失而发生骨质疏松有重要作用。家庭、学校（特别是体育课）和社区是进行骨骼健康促进体力活动的重要场所。然而,有关健康促进和体育课对骨骼健康的话题很少,因此最佳的实践方法还不清楚。基于文献资料的了解,我们提出了应该被解决的健康促进和体育课研究的10大问题,从而促进儿童青少年的体力活动。  相似文献   

Relationships between kinematics and undulatory underwater swimming performance     

Allison J. Higgs  David L. Pease  Ross H. Sanders 《Journal of sports sciences》2017,35(10):995-1003

Undulatory underwater swimming (UUS) is one of the major skills contributing to performance in competitive swimming. UUS has two phases– the upbeat is performed by hip extension and knee flexion, and the downbeat is the converse action. The purpose of this study was to determine which kinematic variables of the upbeat and downbeat are associated with prone UUS performance in an elite sample. Ten elite participants were filmed performing three prone 20 m UUS trials. Seven landmarks were manually digitised to calculate eighteen kinematic variables, plus the performance variable– horizontal centre of mass velocity (V_COM). Mean V_COM was significantly correlated with body wave velocity (upbeat r = 0.81, downbeat r = 0.72), vertical toe velocity (upbeat r = 0.71, downbeat r = 0.86), phase duration (upbeat r = ?0.79), peak hip angular velocity (upbeat r = 0.73) and mean knee angular velocity (upbeat r = ?0.63), all significant at P < 0.05. A multiple stepwise regression model explained 78% of variance in mean V_COM. Peak toe velocity explained 72% of the variance, and mean body wave velocity explained an additional 6%. Elite swimmers should strive for a high peak toe velocity and a fast caudal transfer of momentum to optimise underwater undulatory swimming performance.  相似文献