排序方式： 共有99条查询结果，搜索用时 46 毫秒
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Jared A. Lisonbee Patricia Pendry Jacquelyn Mize Eugenia Parrett Gwynn 《Mind, Brain, and Education》2010,4(4):171-181
Self-regulation ability is an important component of children's academic success. Physiological reactivity may relate to brain activity governing attention and behavioral regulation. Saliva samples collected from 186 preschool children (101 boys, mean age = 53 months, 34% minority) before and after a series of mildly challenging games and again 30 min following the challenges were used to assess hypothalamic–pituitary–adrenal (HPA) (cortisol) and sympathetic nervous system (SNS; alpha-amylase) activity. Behavioral regulation was measured in delay of gratification and slow-down motor activities included in the challenge task. Cortisol and alpha-amylase were related differentially to aspects of behavioral regulation. Low cortisol was related to classroom regulation difficulties. Children with greater cortisol elevations following the challenge task had poorer performance on the slow-down motor task. Children with greater increases in salivary alpha-amylase following challenge were less able to delay gratification. Results suggest that HPA axis and SNS arousal may contribute differentially to behavioral regulation ability. 相似文献
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Fostering Cross Cultural Competence in Preservice Teachers Through Multicultural Education Experiences 总被引：1，自引：0，他引：1
Jared Keengwe 《Early Childhood Education Journal》2010,38(3):197-204
Diversity is increasing in our classrooms implying the need for teachers to be prepared to work effectively with students
from different backgrounds, such as cultural, linguistic or national origin. Additionally, the focus on diversity education
is important because of the need for students to develop, from an early age, the ability to communicate with and relate to
others from diverse backgrounds. This article focuses on cross cultural experiences gained from cross cultural partnerships
between preservice teachers and English Language Learners over the course of a semester at a medium size public university.
Evidence from this project suggests the need for teacher educators to model and support appropriate cultural competencies
that are critical in classrooms that are fast becoming more culturally as well as linguistically diverse. 相似文献
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Jared R. Fletcher Michael J. Asmussen Sandro R. Nigg Brian R. MacIntosh Benno M. Nigg 《Journal of sports sciences》2019,37(13):1457-1463
Altering torsional stiffness of cycling shoe soles may be a novel approach to reducing knee joint moments and overuse injuries during cycling. We set out to determine if the magnitude of three-dimensional knee moments were different between cycling shoe soles with different torsional stiffnesses. Eight trained male cyclists cycled at 90% lactate threshold power output in one of two cycling shoe conditions in a randomized crossover design. The shoe sole was considered torsionally flexible (FLEX) compared to a relatively stiffer (STIFF) sole. Gross efficiency (GE) and knee joint moments were quantified. No significant effect of shoe condition was seen in GE (21.4 ± 1.1% and 20.9 ± 1.6% for FLEX and STIFF, respectively, P = 0.12), nor in three-dimensional knee moments. 4 of the 8 subjects had reduced knee moments in at least 2 of the 3 moment directions. These “responders” were significantly shorter (1.73 ± 0.02 m vs 1.81 ± 0.04 m, P = 0.017) and had a higher relative maximal aerobic power (MAP) (4.6 ± 0.3 W?kg-1 vs 3.9 ± 0.3 W?kg-1, P = 0.024) compared to non-responders. These results suggest that certain shoe characteristics may influence certain individuals differently because these participants belong to different “functional groups”; certain individuals may respond positively to FLEX, while others may not. Further studies should test this proposed hypothesis. 相似文献
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Little is known about the implications of motor asymmetries for skilled performers in dynamic, time-constrained, team-based activities such as ice hockey. Three studies were conducted to examine laterality differences in ice hockey. Study 1 investigated laterality distributions across three leagues of increasing calibre. Among skating players, skill level was related to changes in laterality patterns based on position, while a significant increase in the proportion of left-catching goaltenders was found across the levels of competition. Study 2 examined laterality differences through a 90-year retrospective analysis of player performance measures within an evolving system. Regression analysis indicated right shot preferences were associated with scoring more goals, while left shot preferences were related to assisting more goals. Among goaltenders, right-catching preferences were associated with an increased save percentage compared with left-catching goaltenders. In Study 3, player-goaltender shootout interactions revealed left shooters to be less successful against right-catching goaltenders. Results suggest ice hockey supports models of skilled perception, and provide new information in the area of laterality and strategic frequency-dependent effects in ice hockey. 相似文献
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Douglas?D.?Agyei Jared?KeengweEmail author 《Education and Information Technologies》2014,19(1):155-171
This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers’ self-reports of their TPACK knowledge were triangulated with performance-based assessment of their instructional practices and artifacts to give a better understanding and nature of pre-service teachers’ TPACK development. Although self reported measures did not correlate with pre-service teachers’ actual increased knowledge of technology integration, this study enhances better understanding of the pre-service teachers’ TPACK development through the multiple assessment measures. The learning outcome measures provide specific information and concrete representation of what pre-service teachers can actually do with technology in their TPACK development. The findings suggested multiple concerns about self-reported measures that are discussed in the framework of the TPACK instrument. 相似文献
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Mobile technologies have a huge potential to transform education provided these technologies are designed and implemented in such a way that they are relevant to the social and cultural context of learning. Clearly, the application, implementation, and design of mobile technology in the global educational context pose technological and socio-cultural challenges. Specifically, technology tools and applications that are familiar in developed nations may pose unique challenges in developing countries, so ‘one size fits all’ or ‘one technology for all contexts’ does not practically work. Therefore, the authors provide case studies focusing on the pedagogical benefits of mobile technologies when used as educational tools. Ideally, this article is intended to stimulate reflections on the subject of m-learning as well as the integration of mobile technologies in education. 相似文献
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This article explores major issues related to Information Communication Technology (ICT) in education and technology planning. Using the diffusion of innovation theory, the authors examine technology planning opportunities and challenges in Developing countries (DCs,) technology planning trends in schools, and existing technology planning models in schools districts in Dcs. Ideally, this article is intended to advance the discussion grounded on the premise that teaching is not effective without the appropriate use of information and communication technologies resources to facilitate student learning. 相似文献
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Jared Keengwe Grace Onchwari Joachim Agamba 《Education and Information Technologies》2014,19(4):887-898
Although rapid advances in technology has allowed for the growth of collaborative e-learning experiences unconstrained by time and space, technology has not been heavily infused in the activities of teaching and learning. This article examines the theory of constructivism as well as the design of e-learning activities using constructivist principles. The manner in which constructivist theory supports e-Learning is explored, and extrapolating from this pedagogical theory, some implications are provided to model effective practices of the characteristics and capacities of this powerful learning environment. 相似文献