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321.
Recent policy documents from the Ontario Ministry of Education called for teachers to present a more authentic view of the nature of scientific practice at all levels of education. Sadly, this call for substantial curriculum change coincided with severe cuts in the education budget. The authors describe how two teachers collaborated with a university‐based researcher/teacher educator to design and implement more authentic science in a Grade 7 classroom. The ways in which the teachers changed their views about science and science teaching, the anxieties they experienced, and the institutional constraints that impacted on their practice are discussed, and some more general features of the action research experience are described. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 521–539, 1999  相似文献   
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Abstract

In interceptive timing tasks, long quiet eye (QE) durations at the release point, along with early tracking on the object, allow performers to couple their actions to the kinematics of their opponent and regulate their movements based on emergent information from the object's trajectory. We used a mobile eye tracker to record the QE of eight university-level ice hockey goaltenders of an equivalent skill level as they responded to shots that deflected off a board placed to their left or right, resulting in a trajectory with low predictability. QE behaviour was assessed using logistic regression and magnitude-based inference. We found that when QE onset occurred later in the shot (950?±?580?ms, mean?±?SD) there was an increase in the proportion of goals allowed (41% vs. 22%) compared to when QE onset occurred earlier. A shorter QE duration (1260?±?630?ms) predicted a large increase in the proportion of goals scored (38% vs. 14%). More saves occurred when QE duration (2074?±?47?ms) was longer. An earlier QE offset (2004?±?66?ms) also resulted in a large increase in the number of goals allowed (37% vs. 11%) compared to a later offset (2132?±?41?ms). Since an early, sustained QE duration contributed to a higher percentage of saves, it is important that coaches develop practice activities that challenge the goaltender's ability to fixate the puck early, as well as sustain a long QE fixation on the puck until after it is released from the stick.  相似文献   
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Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors’ adherence to the programmed intervention. The current study used data from a kindergarten mathematics intervention program to (a) examine if and how treatment adherence was associated with implementation quality and (b) explore implementation measures’ relation to student mathematics outcomes. Results indicated high implementation scores across time for both adherence and quality. Neither treatment adherence nor implementation quality was found to relate to a general outcome measure of student mathematics achievement; however, both were similarly related to the curricular-aligned measure.  相似文献   
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