Privileged learning     

Norma E. Wagoner  Josina M. Romero‐O'Connell 《Anatomical sciences education》2009,2(1):47-48

Students often attain memorable experiences from cadaver dissections through reflective writing. For many, facing a dissection for the first time elicits a wide range of emotions. These may include thoughts of their own mortality to the sheer admiration of knowing that someone cared enough to help others learn about the body, even in death. Poems or stories from medical students are often moving and heartfelt, and warrant being shared. Anat Sci Ed 2:47–48, 2009. © 2009 American Association of Anatomists.  相似文献   

Effects of Integrated Physical Exercises and Gestures on Preschool Children’s Foreign Language Vocabulary Learning     

Myrto-Foteini Mavilidi  Anthony D. Okely  Paul Chandler  Dylan P. Cliff  Fred Paas 《Educational Psychology Review》2015,27(3):413-426

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The effect of critical speed and exercise intensity on stroke phase duration and bilateral asymmetry in 200-m front crawl swimming     

Barden JM  Kell RT  Kobsar D 《Journal of sports sciences》2011,29(5):517-526

The main aim of this study was to determine the absolute temporal relationship between the power and recovery phases of the stroke cycle in front crawl swimming in response to progressive changes in exercise intensity that occurred before and after critical speed. A second objective was to determine whether intensity-related changes in the power/recovery phase relationship affects the bilateral symmetry of the stroke. Stroke parameters were recorded for each 25-m length during a progressive 200-m interval training set, in which eight (2 males, 6 females) national-level swimmers swam at intensities below, above, and at critical speed. The results demonstrated that substantial increases in stroke rate (P < 0.01) occurred at critical speed, and that these increases were related to a greater decrease in the duration of the power phase than the recovery phase (P < 0.01). The results also show that the degree of bilateral asymmetry was greater for the power phase than the recovery phase, and was inversely related to intensity in both phases of the stroke cycle. The findings of this study suggest that critical speed-related increases in stroke rate are an indirect consequence of increased force production in the power phase of the stroke, and that bilateral asymmetry is both intensity- and stroke-phase dependent.  相似文献   

Initial hydration status, fluid balance, and psychological affect during recreational exercise in adults     

Peacock OJ  Stokes K  Thompson D 《Journal of sports sciences》2011,29(9):897-904

There is little information on the impact of hydration status on the psychological response to exercise despite potential implications for adherence to an exercise programme and for overall health and fitness. We investigated initial hydration status, fluid balance, and psychological responses associated with a typical recreational exercise session in healthy adults. Fifty-two participants performed a freely chosen gymnasium-based exercise session at a fitness centre, with ad libitum access to fluids. Urine samples were collected on arrival for analysis of osmolality. Sweat loss was estimated from the change in body mass after correction for fluid intake and urinary losses. Subjective psychological ratings were recorded before and after exercise. Pre-exercise urine osmolality was above 900 mOsmol · kg(-1) (used as a threshold for hypohydration) in 37% of participants. Fluid intake during exercise was 390 ± 298 mL, while estimated sweat loss was 794 ± 391 mL. The percentage change from pre-exercise body mass was -0.62 ± 0.20%. Physically active adults who arrived to take part in exercise hypohydrated reported more negative changes in psychological affect in response to their subsequent freely chosen recreational exercise session than those classified as euhydrated prior to exercise (-0.2 ± 0.7 vs. 0.8 ± 0.7; P < 0.005).  相似文献   

Let Go of My iPad: Testing the Effectiveness of New Media Technologies to Measure Children’s Food Intake and Health Behaviors     

Kim Bissell  Lindsey Conlin Maxwell  Xueying Zhang  Bijie Bie  Dylan McLemore 《Mass Communication and Society》2017,20(4):550-572

This field experiment with more than 100 children at a school in the Southeast examined children’s use of an iPad app as a means of improving the measurement of their food consumption. External factors related to children’s food preferences and food consumption were also examined to determine how the iPad app could be further developed to help them become more aware of the foods they ate and how they could become more proactive in their health and well-being. Results indicated that the app enabled children to have more precision in recording the foods that they ate, and children expressed great appeal for the app. The foods that children reported eating via the app were compared to attitudes toward eating and nutritional knowledge; in both cases, more positive attitudes toward eating and stronger nutritional knowledge meant that a child was more likely to report eating healthy foods. Findings from this exploratory study contribute to knowledge in several areas because the findings represent the first of its kind in the discipline.  相似文献   

Some reflections on the role of evidence in improving education     

Dylan Wiliam 《Educational Research and Evaluation》2019,25(1-2):127-139

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Teachers developing assessment for learning: impact on student achievement   总被引：3，自引：1，他引：3  

Dylan Wiliam  Christine Harrison  Paul Black 《Assessment in Education: Principles, Policy & Practice》2004,11(1):49-65

While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally‐set tests and examinations precludes its use. This paper reports on the achievement of secondary school students who worked in classrooms where teachers made time to develop formative assessment strategies. A total of 24 teachers (2 science and 2 mathematics teachers, in each of six schools in two LEAs) were supported over a six‐month period in exploring and planning their approach to formative assessment, and then, beginning in September 1999, the teachers put these plans into action with selected classes. In order to compute effect sizes, a measure of prior attainment and at least one comparison group was established for each class (typically either an equivalent class taught in the previous year by the same teacher, or a parallel class taught by another teacher). The mean effect size in favour of the intervention was 0.32.  相似文献   

Lifelong learning ecologies in online higher education: Students' engagement in the continuum between formal and informal learning     

Mitchell Peters  Marc Romero 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1729-1743

Lifelong learning opportunities are readily accessible through the hybridization of digital learning contexts—from formal to informal—in today's globally networked knowledge society. As such, expanded learning opportunities generate a continuum of learning contexts and experiences mediated through digital technology. Consequently, there is an urgent need to actively examine the interconnections and complex relations between what is learned in formal university scenarios and the everyday learning that happens outside of the classroom, particularly the informal learning that is afforded through expanded and emerging digital contexts. The current research problem illustrates that expanded and emerging professional development scenarios require new pedagogical designs for empowering lifelong learners to harness the affordances of the web across both formal and informal contexts and practices. This study outlines ways in which students shape their learning ecologies in virtual contexts to support formal academic learning in online higher education. The paper presents qualitative results from a larger mixed methods interpretive case study. The multicase and multisite study examines three fully online graduate programmes in Education and Digital Technology during the 2017–18 academic year, collecting data in the form of online programme documentation, student interviews and online participant observation. Purposeful and criterion sampling were used to select 13 participants across three sites in Spain, the UK and the USA. The study was underpinned by a lifelong learning ecologies theoretical perspective to analyse learning processes across a continuum of practices and contexts. Findings illustrate how students conceive of, as well as how they organize their learning ecologies through a unique configuration of activities, digital resources and networked social support, indicating that academic programmes and teachers have an essential role in empowering student learning ecologies across contexts, recognizing past trajectories and supporting the development of valued disciplinary practices and perspectives across a continuum of learning.  相似文献   

Age 26 cost-benefit analysis of the child-parent center early education program     

Reynolds AJ  Temple JA  White BA  Ou SR  Robertson DL 《Child development》2011,82(1):379-404

Using data collected up to age 26 in the Chicago Longitudinal Study, this cost-benefit analysis of the Child-Parent Centers (CPC) is the first for a sustained publicly funded early intervention. The program provides services for low-income families beginning at age 3 in 20 school sites. Kindergarten and school-age services are provided up to age 9 (third grade). Findings from a complete cohort of over 1,400 program and comparison group participants indicated that the CPCs had economic benefits in 2007 dollars that exceeded costs. The preschool program provided a total return to society of $10.83 per dollar invested (18% annual return). The primary sources of benefits were increased earnings and tax revenues and averted criminal justice system costs. The school-age program had a societal return of $3.97 per dollar invested (10% annual return). The extended intervention program (4-6 years) had a societal return of $8.24 (18% annual return). Estimates were robust across a wide range of analyses including Monte Carlo simulations. Males, 1-year preschool participants, and children from higher risk families derived greater benefits. Findings provide strong evidence that sustained programs can contribute to well-being for individuals and society.  相似文献   

Greetings from the New Editor     

Lisa Romero 《Behavioral & Social Sciences Librarian》2013,32(1-2):1-2

Guidelines for locating alcohol research information or building alcohol collections are provided. Resource organizations, including government agencies, research institutions, and publishers are identified, and several important access tools are described. There is also a brief summary of the future directions of alcohol research and dissemination.  相似文献