School leadership for public value: Understanding valuable outcomes for children, families and communities     

Cari Strand  Jess L. Gregory 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(2):303-305

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A comparison of methods to determine maximal accumulated oxygen deficit in running     

Laurent Bosquet  Antoine Duchene  Paul Raoul Delhors  Gregory Dupont  Helen Carter 《Journal of sports sciences》2013,31(6):663-670

Abstract

The aim of this study was to compare maximal accumulated oxygen deficit (hereafter O₂ deficit) estimated from the methods of Whipp et al. (1986 Whipp, B. J., Ward, S. A. and Wasserman, K. 1986. Respiratory markers of the anaerobic threshold. Advances in Cardiology, 35: 47–64. [Crossref], [PubMed] , [Google Scholar]), Medbo et al. (1988 Medbo, J. I., Mohn, A. C., Tabata, I., Bahr, R., Vaage, O. and Sejersted, O. M. 1988. Anaerobic capacity determined by maximal accumulated O₂ deficit. Journal of Applied Physiology, 64: 50–60. [PubMed], [Web of Science ®] , [Google Scholar]), and Hill et al. (1998 Hill, D. W., Ferguson, C. S. and Ehler, K. L. 1998. An alternative method to determine maximal accumulated O₂ deficit in runners. European Journal of Applied Physiology, 79: 114–117. [Crossref], [Web of Science ®] , [Google Scholar]) to determine whether they agree sufficiently to be used interchangeably. Nineteen moderately to highly trained endurance runners first performed an incremental test to exhaustion for the determination of maximal oxygen uptake ([Vdot]O_2max) and peak treadmill speed, followed by six randomly ordered constant-speed tests at 95, 100, 105, 110, 110, and 120% of peak treadmill speed. All tests were separated by at least 72 h and were performed within 4 weeks. The method of Whipp produced an O₂ deficit estimate that was lower than that derived from the method of Hill or Medbo (bias ± 95% limits of agreement: ?29.6 ± 36.6 and ?26.1 ± 32.8 ml · kg^?1, respectively; P < 0.001). The O₂ deficit did not differ between the methods of Hill and Medbo (bias ± 95% limits of agreement: 3.5 ± 41.6 ml · kg^?1; n.s.). However, poor correlations (0.21 < r < 0.33; n.s.) together with wide limits of agreement between O₂ deficit estimates (70 – 80% of the mean response) clearly question using these methods interchangeably.  相似文献   

Creativity in the training and practice of instructional designers: the Design/Creativity Loops model     

Gregory Clinton  Brad Hokanson 《Educational technology research and development : ETR & D》2012,60(1):111-130

This article presents a discussion of research and theoretical perspectives on creativity and instructional design, offering a conceptual model of the connection between these two constructs that was originally proposed in the dissertation work of the first author (Clinton, Creativity and design: A study of the learning experience of instructional design and development graduate students, Unpublished doctoral dissertation, University of Georgia, Athens, 2007) and that we call the Design/Creativity Loops (DCL) model. Central to the model is a representation of the iterative, looping problem-solving cycle that can include established stages of creative thinking. As an instructional designer is routinely confronted with the next task or design problem in a project, these tasks or problems spawn iterative mental excursions that are opportunities for creative thinking. This article also explores ways that the design and development process can benefit from an emphasis on creativity and offers suggested directions for future research.  相似文献   

An audience response system may influence student performance on anatomy examination questions     

Hoyt A  McNulty JA  Gruener G  Chandrasekhar A  Espiritu B  Ensminger D  Price R  Naheedy R 《Anatomical sciences education》2010,3(6):295-299

This study integrated an in-house audience response system (ARS) in the human anatomy course over two years to determine whether students performed better on high-stakes examinations following exposure to similar interactive questions in a large lecture format. Questions in an interactive ARS format were presented in lectures via PowerPoint presentations. Students who chose to participate in the anonymous ARS sessions submitted answers via their personal wireless devices (e.g., laptops, smartphones, PDAs, etc). Students were surveyed for feedback. Student participation in ARS activities was greatest (65-80%) in the first lecture. The number of students who actively participated in ARS activities decreased over the next four sessions, and then slightly increased in the last two sessions. This trend was the same for both years. Use of the ARS did not dramatically enhance overall student performance on examination questions that dealt with content similar to content presented in the ARS sessions. However, students who scored in the lower quartile of the examination performed better on the examination questions after the ARS was implemented. Accordingly, our findings suggest that the effect of ARS to improve student performance on examinations was not uniform. The overall benefit of an ARS to enhance the lecture experience was confirmed by student surveys.  相似文献   

A cross‐disciplinary literature review: Examining trust on virtual teams     

Gregory R. Berry 《Performance Improvement Quarterly》2011,24(3):9-28

Effective and efficient teams communicate, collaborate, and perform, even if these teams are not co‐located. Although much is known about enabling effectiveness on face‐to‐face teams, considerably less is known about similarly enabling effectiveness on virtual teams. Yet the use of virtual teams is common and will likely become more commonplace as organizations continue to update and use increasingly sophisticated technology. Cohort and individual trust between team members is a significant component on most effective teams, virtual or face‐to‐face. This paper examines research on virtual teams and trust across disciplines, including management, e‐learning, business communication, decision making, human resource management, psychology, and IT, to identify major characteristics that increase our knowledge of how to establish and maintain trust in the virtual environment and on virtual teams.  相似文献   

Deconstructing athletes’ sleep: A systematic review of the influence of age,sex, athletic expertise,sport type,and season on sleep characteristics     

Angelos Vlahoyiannis  George Aphamis  Gregory C. Bogdanis  Giorgos K. Sakkas  Eleni Andreou  Christoforos D. Giannaki 《运动与健康科学(英文)》2021,10(4):387

PurposeThis systematic review aimed to describe objective sleep parameters for athletes under different conditions and address potential sleep issues in this specific population.MethodsPubMed and Scopus were searched from inception to April 2019. Included studies measured sleep only via objective evaluation tools such as polysomnography or actigraphy. The modified version of the Newcastle–Ottawa Scale was used for the quality assessment of the studies.ResultsEighty-one studies were included, of which 56 were classified as medium quality, 5 studies as low quality, and 20 studies as high quality. A total of 1830 athletes were monitored over 18,958 nights. Average values for sleep-related parameters were calculated for all athletes according to sex, age, athletic expertise level, training season, and type of sport. Athletes slept on average 7.2 ± 1.1 h/night (mean ± SD), with 86.3% ± 6.8% sleep efficiency (SE). In all datasets, the athletes’ mean total sleep time was <8 h. SE was low for young athletes (80.3% ± 8.8%). Reduced SE was attributed to high wake after sleep onset rather than sleep onset latency. During heavy training periods, sleep duration and SE were on average 36 min and 0.8% less compared to pre-season and 42 min and 3.0% less compared to in-season training periods, respectively.ConclusionAthletes’ sleep duration was found to be short with low SE, in comparison to the general consensus for non-athlete healthy adults. Notable sleep issues were revealed in young athletes. Sleep quality and architecture tend to change across different training periods.  相似文献   

Applying Standardized Testing to Home-Based Education Programs: Reasonable or Customary?     

Gregory J. Cizek 《Educational Measurement》1988,7(3):12-19

The author seeks to identify sources of current misutilization of standardized tests in assessing the quality of home-based educational programs and notes some limitations of current Instruments to perform such assessments. Me suggests that both new instruments and the cooperation of concerned groups will be needed in the pursuit of increased educational alternatives, excellence, and accountability.  相似文献   

An investigation of speechreading with and without cued speech     

J F Gregory 《American annals of the deaf》1987,132(6):393-398

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Investigating the Potential of the Mother Tongue in School     

Evelyn Gregory  Dorothy Penman 《English in Education》1983,17(1):48-55

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‘Do English eat octopus?’ Teacher and child negotiate reading in the multilingual Infant classroom     

Evelyn Gregory 《English in Education》1989,23(3):13-20

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