Foot force production and asymmetries in elite rowers     

Erica M. Buckeridge  Anthony M.J. Bull  Alison H. McGregor 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(1):47-61

The rowing stroke is a leg-driven action, in which forces developed by the lower limbs provide a large proportion of power delivered to the oars. In terms of both performance and injury, it is important to initiate each stroke with powerful and symmetrical loading of the foot stretchers. The aims of this study were to assess the reliability of foot force measured by footplates developed for the Concept2 indoor ergometer and to examine the magnitude and symmetry of bilateral foot forces in different groups of rowers. Five heavyweight female scullers, six heavyweight female sweep rowers, and six lightweight male (LWM) rowers performed an incremental step test on the Concept2 ergometer. Vertical, horizontal, and resultant forces were recorded bilaterally, and asymmetries were quantified using the absolute symmetry index. Foot force was measured with high consistency (coefficient of multiple determination>0.976 ± 0.010). Relative resultant, vertical, and horizontal forces were largest in LWM rowers, whilst average foot forces significantly increased across stroke rates for all three groups of rowers. Asymmetries ranged from 5.3% for average resultant force to 28.9% for timing of peak vertical force. Asymmetries were not sensitive to stroke rate or rowing group, however, large inter-subject variability in asymmetries was evident.  相似文献   

University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible     

Susan Grimes  Erica Southgate  Jill Scevak  Rachel Buchanan 《International Journal of Inclusive Education》2013,17(6):639-655

ABSTRACT

Students with disabilities (SWD) in Australian higher education need to disclose to their institution to access a range of ‘reasonable adjustments’ to support their learning. Nationally, 5.8% of the university population disclose their disability to their institution. It is suspected that there is a much larger population of students who choose non-disclosure, and therefore decide not to access support. Very little is known about the reasons for non-disclosure as this group represents a hidden population in higher education. The research reported here is based on a survey of undergraduate students in one regional Australian university where disability was reframed as ‘learning challenge’. This identified the institutionally non-disclosed group. This research identified that there were sound reasons for non-disclosure, students continually weigh up potential disclosure during their study, and students have difficulty with the disclosure process. We conclude that institutions need to understand that they have an invisible group of non-disclosing SWD in their student populations and that, to meet their learning challenges, universities need to support changes to policies, procedures and curriculum design.  相似文献   

Demography and Educational Politics in the Suburban Marketplace     

Erica Frankenberg  Stephen Kotok 《Peabody Journal of Education》2013,88(1):112-126

The demography of public school enrollment continues to change dramatically, with students of color comprising an increasing proportion of the whole. As such, suburbia, with both White and non-White students, is a place in which integration is more possible in the beginning of the 21st century. Due to the intertwined nature of how these factors affect educational politics in suburban districts, we draw on Hirschman's exit-voice-loyalty framework to examine factors influencing residential and education decisions. Drawing on in-depth fieldwork in seven multiracial suburban districts, this article examines how, and whether, the way in which districts define issues related to increasing diversity shapes the actions they take. The article also examines how district jurisdiction affects the implementation of diversity policies as well as the policies themselves. We argue that policymakers’ decision making, both due to the pressure of exit to less diverse suburban districts and the rising voices of more advantaged residents in the suburban marketplace, has increased inequality within districts, particularly those that we call “multimunicipal,” or districts with multiple, disparate municipalities within the district.  相似文献   

Effect of Parent Involvement and Parent Expectations on Postsecondary Outcomes for Individuals Who Are d/Deaf or Hard of Hearing     

Stephanie W. Cawthon  Carrie Lou Garberoglio  Jacqueline M. Caemmerer  Mark Bond  Erica Wendel 《Exceptionality》2013,21(2):73-99

The purpose of this article is to investigate the potential role of parent involvement and parent expectation in postschool outcomes for individuals who are d/Deaf or hard of hearing (DHH). Students who are DHH have lower retention and employment rates than their peers. Recognizing the importance of family in developmental outcomes for all individuals, this article focuses specifically on the role of parents in facilitating postsecondary outcomes. In an effort to address gaps in the literature in this area, this study utilizes the National Longitudinal Transition Survey 2 (NLTS-2) dataset to measure the effect of parental involvement and expectations as individuals who are DHH transition from secondary grades into a variety of postschool settings. Overall, none of the parental involvement variables were statistically significant when controlling for student and parent demographics. The parental expectation variables that had a statistically significant impact on outcomes included expectations to live independently, to be employed, and to pursue postsecondary education. This article discusses findings in the context of operationalization of study constructs in the NLTS-2 and literature related to transition and parental involvement for students who are DHH.  相似文献   

An Exploration of Pre-Service Teachers' Experiences in Outdoor ‘Places’ and Intentions for Teaching in the Outdoors     

Erica Blatt  Patricia Patrick 《International Journal of Science Education》2013,35(13):2243-2264

This study explores pre-service teachers' past interactions with ‘place’ in outdoor settings and how these experiences contribute to their current perceptions of the importance of taking their own students into the outdoors. Specifically, the researchers were interested in investigating if current pre-service teachers are part of the ‘nature-deficit disorder' generation described by Louv in his book, Last child in the woods: Saving our children from nature-deficit disorder (2005 Louv, R. (2005). Last child in the woods: Saving our children from nature deficit disorder. Chapel Hill, NC: Algonquin Books. [Google Scholar]), as a generation of children growing up without direct experiences in nature. Study participants included 148 undergraduate pre-service elementary teachers enrolled in science teaching methods instructional courses at an urban college in the Northeastern United States and two suburban universities in the Southeastern United States. Participants wrote essay responses after reading Louv's Last Child in the Woods in which they were asked to relate the reading to their own past experiences and their ideas about elementary science education. Results indicate that a large majority of participants (97%) describe significant youth experiences in the outdoors, view nature as important in varying ways (89.9%), and express a desire to expose their own students to the outdoors (65.5%). Key findings are illustrated with direct quotations from the pre-service teachers' essay responses, as they write vividly of their interactions in outdoor places, referred to as ‘place meanings'. Implications are presented for teacher educators working with pre-service teachers to build upon their outdoor experiences and prepare them for implementing nature-based instruction.  相似文献   

School Board Leadership and Policymaking in Changing Political Environments     

Erica Frankenberg  Sarah Diem 《The Urban Review》2013,45(2):117-142

As the demographic make-up of public schools (and neighborhoods) shift and schools become increasingly segregated, the role of school boards becomes critically important in maintaining policies designed to remedy segregation and promote equal opportunity, policies which may challenge the status quo. Specifically, in school districts and communities where politics are fluctuating, longstanding diversity policies that have assisted in creating integrated learning environments can be overturned by a single school board election. Further, as suburbanization within countywide school districts creates distinct enclaves—where student populations are significantly whiter and more affluent than the district as a whole and political fragmentation is perpetuated—school board members representing elite enclaves may be less supportive of policies that would lessen the privilege of these residents. This paper explores school board leadership and policymaking in two Southern school districts where politics are currently in flux: Jefferson County (Louisville), Kentucky and Wake County (Raleigh), North Carolina. Specifically, we seek to: (1) understand how demographic change—particularly the creation of suburban enclaves—influences public support for and implementation of integration policies; (2) examine the politics of diversity in a larger environment skeptical of race-conscious policies; and (3) analyze local policymaking and leadership.  相似文献   

Who is conducting educational research in Australia and how can their work be supported?     

Dawn Bennett  Erica Smith  Sue Bennett  Philip Chan  Janette Bobis  Neil Harrison  Terri Seddon  Sue Shore 《The Australian Educational Researcher》2013,40(4):473-492

Educational research has long been the subject of lively and agitated debate, not least because of its diversity. Ranging in scope from academic development and broad-scale policy research through to student engagement and discipline-specific research, it includes methods of traditional academic inquiry and investigations and also less traditional modes of research. However, the topography of Australian educational research and the characteristics of the people who undertake this complex body of work are currently unclear. This paper explores some of the complexities of the Australian research community, drawing on the findings of a national online survey of academics who identified as researching in the field of education from within and outside education schools and faculties. The survey attracted 504 responses from 38 of Australia’s 39 universities, and just over two-thirds of respondents were located in a school or faculty of education. We draw on the results to answer the questions of who is undertaking educational research and who how they might be supported. We utilise a conceptual model that ‘segments’ the educational research workforce represented by the survey respondents, and we conclude by indicating strategies that might be utilised to address research barriers indicated by educational researchers.  相似文献   

Authority,Status, and the Dynamics of Insider–Outsider Partnerships at the District Level     

Cynthia E. Coburn  Soung Bae  Erica O. Turner 《Peabody Journal of Education》2013,88(3):364-399

As school districts move toward systemic approaches to instructional reform, they are increasingly collaborating with outside organizations in this complex work. While emerging research touts the benefits of insider–outsider collaboration, we know little about the underlying processes by which partnerships are negotiated and maintained at the district level. Drawing on data from a longitudinal case study of a collaborative effort between an urban school district and a university-based research center, we investigate the role of authority and status in an insider–outsider partnership at the district level. We use conceptual tools from frame analysis and sociological theories of authority to describe the process by which authority and status relations develop. We then show that both authority and status shape how negotiation between insiders and outsiders unfolds. We argue that those with authority have a greater range of tools for negotiation and thus have greater influence. Status relations are important but are often mediated by authority relations. In addition, we argue that the organizational structure of the district shapes how the process unfolds in consequential ways. We conclude with implications for scholarship on and the practice of insider–outsider collaborations at the district level.  相似文献   

Preferences,Proximity, and Controlled Choice: Examining Families’ School Choices and Enrollment Decisions in Louisville,Kentucky     

Erica Frankenberg 《Peabody Journal of Education》2013,88(4):378-394

This study provides evidence studying one diverse, countywide district’s integration efforts utilizing school choice and parental preferences. The findings illustrate substantial differences about the way in which the district’s student assignment policy affects students. In particular, this choice-based integration policy with a weak geographic preference still advantages those who choose their nearest schools as well as white students and those living in more advantaged areas. Examining differences in families’ school preferences, whether students are assigned to their preferred school, and whether and where students enroll in schools illustrates how an integration-focused assignment policy can still result in segregation and inequality. Yet, by illustrating the many influences on family preferences beyond proximity, it also suggests the opportunity for using assignment policy to overcome persistent neighborhood segregation.  相似文献   

Exploring environmental identity and behavioral change in an Environmental Science course     

Erica N. Blatt 《Cultural Studies of Science Education》2013,8(2):467-488

This ethnographic study at a public high school in the Northeastern United States investigates the process of change in students’ environmental identity and proenvironmental behaviors during an Environmental Science course. The study explores how sociocultural factors, such as students’ background, social interactions, and classroom structures, impact the environmental identity and behavior of students. In this investigation, the identity theory of emotion of Stryker (2004) from the field of sociology is utilized in the interpretation of students’ reactions to classroom experiences as they proceed through the Environmental Science course. The participants in this study are an Environmental Science teacher and the 10–12th grade students in her Environmental Science elective course. The researcher collected data for a period of six months, attending class on a daily basis. Data was collected through participant observation, videotaping, interviews, and cogenerative dialogues. The results of this study inform science educators by illuminating important elements, such as students’ emotional responses to activities in class, conflicting elements of students’ identities, and students’ openness and willingness to critically reflect upon new information, which contribute to whether a student is likely to change their views towards the environment and pro-environmental behaviors.  相似文献