Bilateral practice improves dominant leg performance in long jump     

Anne Focke  Sina Spancken  Christian Stockinger  Benjamin Thürer  Thorsten Stein 《European Journal of Sport Science》2016,16(7):787-793

Benefits of bilateral practice both for the non-dominant and for the dominant body side have been shown in several studies. Thereby, most of the studies included movement tasks of the upper extremity or investigated sports games in which the ability of acting bilaterally is an essential basis for success and, thus, a bilateral practice is reasonable anyway. Individual unilaterally performed sports including movement tasks of the lower extremity are rarely investigated. Therefore, the aim of our study was to test if contralateral transfer due to bilateral practice can be found in an unilaterally performed sport including the lower extremity. We trained and tested 61 adolescent athletes in long jump to compare the jumping performance of the dominant leg after a 12-week practice period between two groups: a bilateral practice group that practiced specific long jump exercises with both the dominant and non-dominant leg and an unilateral practice group that practiced specific long jump exercises only with the dominant leg. Results showed a superior effect of bilateral practice compared to unilateral practice regarding the jumping performance of the dominant leg. The performance increase at post-test and retention-test for the dominant limb was significantly higher for the bilateral practice group (pre-to-post: 5.2%, pre-to-retention: 7.4%) compared to the unilateral practice group (pre-to-post: 3.4%, pre-to-retention: 4.5%). Thus, bilateral practice should be established in the early practice programmes of track and field athletes to improve the performance of the dominant take-off leg.  相似文献   

Education,Welfare Reform and Psychological Well-Being: A Critical Psychology Perspective     

Laura Anne Winter  Erica Burman  Terry Hanley  Afroditi Kalambouka  Lauren Mccoy 《British Journal of Educational Studies》2016,64(4):467-483

There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the ‘bedroom tax’. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships between psychological well-being, sociopolitical factors and education.  相似文献   

Assessing Undergraduate Education from Graduating Seniors’ Perspective: Peer Institutions Provide the Context     

Daleney  Anne Marie 《Tertiary Education and Management》2001,7(3):255-276

This paper presents a comparative research study as a model for assessing undergraduate education. This evaluation model used Factor Analysis to create scales, tested the reliability of these scales, and used Analysis of Variance to compare the primary institution with five types of comparable institutions. The value of this statistical/methodological evaluation model was shown. Results are based on Class of l998survey responses from 244 graduating seniors at the primary institution and 1481 students at 39peer institutions. Comparative analyses identified business courses, faculty, career preparation and impact on students’ technological skill as strengths and students’ knowledge of arts and foreign languages and campus social life as areas for improvement at the primary institution. Recommendations advocated publicising students’ superior satisfaction with courses, faculty and career preparation; using these results as baseline data for future curriculum evaluation; and continuing efforts to enhance campus social life. This revised version was published online in June 2006 with corrections to the Cover Date.  相似文献   

Developmental links of very early phonological and language skills to second grade reading outcomes: strong to accuracy but only minor to fluency     

Puolakanaho A  Ahonen T  Aro M  Eklund K  Leppänen PH  Poikkeus AM  Tolvanen A  Torppa M  Lyytinen H 《Journal of learning disabilities》2008,41(4):353-370

The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyv?skyl? Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP had only a minor link with reading fluency, which was additionally explained by early letter knowledge. The results show that reading accuracy is well predicted by early phonological and language skills. Variation in fluent reading skills is not well explained by early skills, suggesting factors other than phonological core skills. Future research is suggested to explore the factors behind the development of fast and accurate decoding skills.  相似文献   

The Inclusion of Informal Environments in Science Teacher Preparation     

Olson  Joanne K.  Cox-Petersen  Anne M.  McComas  William F. 《Journal of Science Teacher Education》2001,12(3):155-173

Journal of Science Teacher Education -  相似文献   

The endless spiral     

Henry Nielsen 《Science & Education》1993,2(2):169-181

A Danish textbook on the history of technology,Skruen uden ende — Den vestlige teknologis historie (The Endless Spiral: A History of Western Technology), was published in 1990. In the present article, one of the authors presents some of the background to this event and puts the work into historical perspective by describing a number of different traditions for writing textbooks on the history of technology. Next follows a discussion of why history of technology ought to be an important ingredient in upper secondary education and why only the contextualist tradition — inspired by the rapidly developing school of research centered around the journalTechnology & Culture — offers any real hope for providing meaningful teaching materials on history of technology. The paper ends with a brief outline of the textbook's contents, with special emphasis on one of its several case studies describing the development of certain mainstream technologies in the context of the scientific, economic, social and cultural developments existing when the particular technology came into being.  相似文献   

A Demonstration of the Anchoring Effect*     

Richard E. Kopelman  Anne L. Davis 《Decision Sciences Journal of Innovative Education》2004,2(2):203-206

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What makes marking reliable? Experiments with UK examinations   总被引：2，自引：0，他引：2  

Jo‐Anne Baird  John F. Bell 《Assessment in Education: Principles, Policy & Practice》2004,11(3):331-348

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Growing minds: a developmental theory of intelligence,brain, and education     

Anne Fry 《Educational Psychology in Practice》2020,36(3):345-347

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The Impact of a Professional Development Program on Student Achievement in Grade 6 Mathematics     

John A. Ross  Anne Hogaboam-Gray  Chatherine Bruce 《Journal of Mathematics Teacher Education》2006,9(6):1-27

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