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31.
ABSTRACTIn preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to doctoral training in the higher education literature more generally. Drawing upon this larger body of work, this article expands occupational socialization theory to address the socialization of physical education doctoral students and faculty members. The case is made that effective doctoral training in physical education is essential to securing the future of the profession. Provided is an overview of the existing literature, presentation of an adaptation to occupational socialization theory that explains doctoral physical education socialization, and a discussion of key professional development issues that academic leaders and student support personnel should consider. Implications and recommendations for doctoral physical education leadership and academic programs are provided. 相似文献
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Self-assessment is essential to scientific literacy as stated by the National Research Council Committee on Conceptual Framework for the New K-12 Science Education Standards and has since been incorporated into the Next Generation Science Standards. However, little empirical evidence documents which instructional tools are beneficial in improving students’ self-assessment in science learning. As such, we conducted a classroom-based quasi-experiment to test whether contrasting case-based instructional supports improved 390 introductory high school physics students’ accuracy in self-assessment and academic performance when solving physics problems. We compared the effects of providing students with content knowledge and contrasting cases (contrasting good and poor solution) on students’ physics problem solving and their ability to self-assess, with the effects of either presenting them with content knowledge and good solutions or teaching only content knowledge. We found contrasting examples improved the accuracy of students’ self-assessments, promoted content learning, and enhanced the development of self-assessment strategies. 相似文献
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Gavin L. Moir Jared M. Gollie Shala E. Davis John J. Guers Chad A. Witmer 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):492-506
To investigate the effects of different loads on system and lower-body kinetics during jump squats, 12 resistance-trained men performed jumps under different loading conditions: 0%, 12%, 27%, 42%, 56%, 71%, and 85% of 1-repetition maximum (1-RM). System power output was calculated as the product of the vertical component of the ground reaction force and the vertical velocity of the bar during its ascent. Joint power output was calculated during bar ascent for the hip, knee, and ankle joints, and was also summed across the joints. System power output and joint power at knee and ankle joints were maximized at 0% 1-RM (p < 0.001) and followed the linear trends (p < 0.001) caused by power output decreasing as the load increased. Power output at the hip was maximized at 42% 1-RM (p = 0.016) and followed a quadratic trend (p = 0.030). Summed joint power could be predicted from system power (p < 0.05), while system power could predict power at the knee and ankle joints under some of the loading conditions. Power at the hip could not be predicted from system power. System power during loaded jumps reflects the power at the knee and ankle, while power at the hip does not correspond to system power. 相似文献
34.
Timothy B. Smith Brenda Dean Suzanne Floyd Christopher Silva Momoko Yamashita Jared Durtschi Richard A. Heaps 《Journal of College Counseling》2007,10(1):64-78
The authors conducted a survey of members of the American College Counseling Association to ascertain the experiences and opinions of college counselors on several pressing issues within the college counseling profession. Survey results from 133 respondents indicated that counseling centers may benefit from increasing the number of group counseling interventions by increasing the multicultural competence of services provided, by implementing crisis/disaster mental health initiatives, and by more effectively consulting with other professionals on campus. 相似文献
35.
Jared A. Danielson Eric M. Mills Pamela J. Vermeer Vanessa A. Preast Karen M. Young Mary M. Christopher Jeanne W. George R. Darren Wood Holly S. Bender 《Educational technology research and development : ETR & D》2007,55(5):499-520
Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), Educational Technology Research and Development, 51(3), 63–81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning
diagnostic problem solving. In studies 1 and 2, groups of 126 and 113 veterinary students, respectively, used the dP to complete
case-based homework; groups of 120 and 199, respectively, used an alternative method. Students in the dP groups scored significantly
higher (p = .000 and .003, respectively) on final exams than those in control groups. In the third study, 552 veterinary students responding
to a questionnaire indicated that the dP’s gating and data synthesis activities aided learning. The dP’s feedback and requirement
of completeness appear to aid learning most. 相似文献
36.
Libby Jared 《Technology, Pedagogy and Education》2013,22(3):307-318
ABSTRACT The purpose of the research reported in this paper was to investigate strategies to aid teachers in delivering the mathematical component of the English National Curriculum with the help of electronic databases and spreadsheets. It is widely realised within mathematics that information technology remains a relatively neglected part of the curriculum in some schools. The provision of short courses in using spreadsheets and databases as part of a traditional inservice package is often considered to be unsuccessful as a means of enabling teachers to deliver the material back in the classroom. It could be argued that for progress to be made, an expert must spend time working in situ in the school with the teacher(s). Clearly an expert cannot provide such support for every department that requires assistance, so there is a need to develop generally applicable strategies as a springboard for their own means. This paper reports on a case study designed to start the process of developing such strategies. 相似文献
37.
Previous research has indicated that approach–avoidance motivation at the achievement goal level influences the quality of self-regulated learning. Additionally, research indicates that approach–avoidance motivation at the dispositional level is associated with cognitive self-regulated learning strategy use. The present investigation sought to extend this research by examining the relationship between approach–avoidance motivation at the dispositional level and metacognitive self-regulation, as well as the mediational potential of approach–avoidance achievement goals among a sample of undergraduate students (N = 145). Results indicated that need for achievement was significantly related to metacognitive self-regulation and mastery-approach goals partially mediated this relationship. Fear of failure was negatively associated with metacognitive self-regulation; however, performance-avoidance goals did not mediate this relationship. The significance of such individual differences in metacognitive self-regulation is discussed. 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
40.
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