Teachers’ Perceptions of a Fundamental Movement Skill (FMS) Assessment Battery in a School Setting     

Natalie Lander  Philip J. Morgan  Jo Salmon  Lisa M. Barnett 《Measurement in physical education and exercise science》2016,20(1):50-62

Fundamental movement skills (FMS) competence is low in adolescent girls. An assessment tool for teachers is needed to monitor FMS in this demographic. The present study explored whether the Canadian Agility and Movement Skill Assessment (CAMSA) is feasible for use by physical education (PE) teachers of Australian Year 7 girls in a school setting. Surveys, focus group interviews, and direct observation of 18 specialist PE teachers investigated teachers’ perceptions of this tool. Results indicated that the CAMSA was usable in a real-world school setting and was considered a promising means to assess FMS in Year 7 girls. However, future iterations may require minor logistical alterations and further training for teachers on how to utilize the assessment data to enhance teaching practice. These considerations could be used to improve future design, application, and training of the CAMSA in school-based PE.  相似文献   

How users search and what they search for in the medical domain     

João Palotti  Allan Hanbury  Henning Müller  Charles E. KahnJr. 《Information Retrieval》2016,19(1-2):189-224

The internet is an important source of medical knowledge for everyone, from laypeople to medical professionals. We investigate how these two extremes, in terms of user groups, have distinct needs and exhibit significantly different search behaviour. We make use of query logs in order to study various aspects of these two kinds of users. The logs from America Online, Health on the Net, Turning Research Into Practice and American Roentgen Ray Society (ARRS) GoldMiner were divided into three sets: (1) laypeople, (2) medical professionals (such as physicians or nurses) searching for health content and (3) users not seeking health advice. Several analyses are made focusing on discovering how users search and what they are most interested in. One possible outcome of our analysis is a classifier to infer user expertise, which was built. We show the results and analyse the feature set used to infer expertise. We conclude that medical experts are more persistent, interacting more with the search engine. Also, our study reveals that, conversely to what is stated in much of the literature, the main focus of users, both laypeople and professionals, is on disease rather than symptoms. The results of this article, especially through the classifier built, could be used to detect specific user groups and then adapt search results to the user group.  相似文献   

Towards a framework for aligning learning outcomes,academic literacies and assessment criteria     

Robert Dew  Andrzej Goscinski  Jo Coldwell-Neilson 《Education and Information Technologies》2016,21(2):401-423

Although Australian students spend three or more years studying they can seem quite unaware of any of the expected learning outcomes of their course. They are often single unit focused, paying most attention to individual assessment items thus not developing a holistic view of their course. This paper presents a theoretical framework to support staff and students to recognise, scaffold and achieve learning outcomes and academic skills at unit level and to recognise how these contribute to course and graduate learning outcomes, within the boundaries of Australian university and professional accreditation requirements. A case study is described that demonstrates the manual implementation of the framework. The complex nature of the implementation suggests that a software solution is required to ease the process and ensure the resulting mapping will have some longevity by being maintainable.  相似文献   

Promoting entrepreneurship among informatics engineering students: insights from a case study     

João M. Fernandes  Paulo Afonso  Victor Fonte  Victor Alves  António Nestor Ribeiro 《European Journal of Engineering Education》2017,42(1):91-108

ABSTRACT

Universities seek to promote entrepreneurship through effective education approaches, which need to be in permanent evolution. Nevertheless, the literature in entrepreneurship education lacks empirical evidence. This article discusses relevant issues related to promoting entrepreneurship in the software field, based on the experience of a 15-European Credit Transfer and Accumulation System course. This course seeks to instil in the students the recognition of the need to reconcile technical and business visions, organisational and commercial aspects, most of which have never been addressed previously. A series of semi-structured interviews made it possible to obtain relevant insights about the teaching–learning process underlying this course and its evolution over a seven-year period. Materials related with this course have been analysed, namely guidelines produced by the teachers and deliverables produced by the students. This article discusses the dimensions that were identified as fundamental for promoting entrepreneurship skills in the field of software, namely teamwork, project engagement, and contact with the market.  相似文献   

Money, sex, and drugs: a case study to teach the genetics of antibiotic resistance          下载免费PDF全文

Cloud-Hansen KA  Kuehner JN  Tong L  Miller S  Handelsman J 《CBE life sciences education》2008,7(3):302-309

The goal of the work reported here was to help students expand their understanding of antibiotic resistance, the Central Dogma, and evolution. We developed a unit entitled "Ciprofloxacin Resistance in Neisseria gonorrhoeae," which was constructed according to the principles of scientific teaching by a team of graduate students, science faculty, and instructors. A variety of activities and assessments were used, including a case study, short lectures, and group problem-solving. Implementation of "Ciprofloxacin Resistance in Neisseria gonorrhoeae" in a college freshman seminar suggests these materials are useful in increasing understanding of complex biological topics and improving problem-solving abilities.  相似文献   

The influence of student gender on the assessment of undergraduate student work     

Phil Birch  Jo Batey 《Assessment & Evaluation in Higher Education》2016,41(7):1065-1080

The aim of this study was to investigate the influence of perceived student gender on the feedback given to undergraduate student work. Participants (n = 12) were lecturers in higher education and were required to mark two undergraduate student essays. The first student essay that all participants marked was the control essay. Participants were informed that the control essay was written by Samuel Jones (a male student). Participants then marked the target essay. Although participants marked the same essay, half of the participants (n = 6) were informed that the student essay was written by Natasha Brown (a female student), while the remaining participants were informed that it was written by James Smith (a male student). In-text and end-of-text feedback were qualitatively analysed on six dimensions: academic style of writing; criticality; structure, fluency and cohesion; sources used; understanding/knowledge of the subject; and other. Analysis of feedback for both the control and target essay revealed no discernible differences in the number of comments (strengths of the essay, areas for improvement) made and the content and presentation of these comments between the two groups. Pedagogical implications pertaining to the potential impact of anonymous marking on feedback processes are discussed.  相似文献   

New Systems Produced by Systemic Change     

Wendy Battino  Jo Clem  Renate N. Caine  Charles M. Reigeluth  Carrie Chapman  David J. Flinders  Larissa V. Malopinsky 《TechTrends》2006,50(2):51-56

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Spying on children during a school playground intervention using a novel method for direct observation of activities during outdoor play     

Lina Engelen  Shirley Wyver  Gabrielle Perry  Anita Bundy  Tammie Kit Yee Chan  Jo Ragen 《Journal of Adventure Education & Outdoor Learning》2018,18(1):86-95

Our aims were to examine the efficacy of a new observational instrument ‘System for Observing Outdoor Play’ for detecting changes in outdoor play and chart the use of recycled and repurposed materials in the school playground during the course of an intervention to increase outdoor play. Children from one Sydney primary school were observed (N = 111; 5–12 years) using an observational instrument developed as part of the Sydney Playground Project. Data on types of activities and frequencies were collected at baseline and seven times during intervention. Use of intervention materials was consistently high and associated with increases in play-related activities (40–77%), while inactive pursuits decreased (52–31%), on average. The observational instrument proved efficacious in tracking changes in play. Modification of the school playground environment by introducing loose parts changed children’s play-related behaviour; the variety of activities increased, including construction and creative play. Physical inactivity decreased. Recycled materials can increase children’s creative, social and physical play.  相似文献   

Can middle‐school science textbooks help students learn important ideas? Findings from project 2061's curriculum evaluation study: Life science     

Luli Stern  Jo Ellen Roseman 《科学教学研究杂志》2004,41(6):538-568

The transfer of matter and energy from one organism to another and between organisms and their physical setting is a fundamental concept in life science. Not surprisingly, this concept is common to the Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993 ), the National Science Education Standards (National Research Council, 1996 ), and most state frameworks and likely to appear in any middle‐school science curriculum material. Nonetheless, while topics such as photosynthesis and cellular respiration have been taught for many years, research on student learning indicates that students have difficulties learning these ideas. In this study, nine middle‐school curriculum materials—both widely used and newly developed—were examined in detail for their support of student learning ideas concerning matter and energy transformations in ecosystems specified in the national standards documents. The analysis procedure used in this study was previously developed and field tested by Project 2061 of the AAAS on a variety of curriculum materials. According to our findings, currently available curriculum materials provide little support for the attainment of the key ideas chosen for this study. In general, these materials do not take into account students' prior knowledge, lack representations to clarify abstract ideas, and are deficient in phenomena that can be explained by the key ideas and hence can make them plausible. This article concludes with a discussion of the implications of this study to curriculum development, teaching, and science education research based on shortcomings in today's curricula. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 538–568, 2004  相似文献   

A new model of collaborative action research; theorising from inter-professional practice development     

Rachel Lofthouse  Jo Flanagan  Bibiana Wigley 《Educational Action Research》2016,24(4):519-534

The development of pedagogies to meet the needs of diverse communities can be supported through inter-professional practice development. This article explores one such experience, that of speech and language therapists developing a new video-based coaching approach for teachers and teaching assistants in multi-cultural settings with high numbers of children learning English as an additional language. To support them in developing and trialling the coaching approach, the expertise of a teacher-educator and educational researcher was provided through a university business voucher. It is this working relationship that the article has as its practical focus, as it transformed to one of collaborative action research. The action research is described, providing the context for a discussion of the characteristics of collaborative action research and the proposal of a new model. This model offers a way of conceptualising collaborative action research through time, and of recognising the importance of the partners’ zones of proximal, contributory and collaborative activities in sustaining change and knowledge-creation.  相似文献