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661.
In South Africa the challenges facing the post-school vocational education system are daunting. There is a lack of coherence, resulting in fragmentation of the system. A Training Needs Assessment Study commissioned in 2014 revealed several major academic challenges facing college leadership. The most pressing issues were poor leadership and management skills and challenges facing lecturers in various aspects of teaching and learning, amongst which were blatant shortcomings in their capabilities to meet the competencies required for effective lecturing. This realisation led the researchers to hypothesise that ineffective and fragmented leadership and management practices may be to blame for this state of affairs. The researchers wondered whether an integrated and focused leadership model aimed at distributing ownership for student achievement should be implemented to produce better results. The overarching research question was: What are the main stumbling blocks in improving National Certificate: Vocational (NC(V)) students’ performance at technical and vocational education and training (TVET) colleges; and how can a distributed instructional leadership approach be conceptualised to address the problems at institutional level? A qualitative research approach was used, which was mainly inductive, providing a clear understanding of the participants’ views and capturing their perceptions in their own words. A phenomenological design was used as strategy of inquiry. The findings created an awareness for considering collaboration and the distribution of powers and capabilities to bring about a shared leadership vision in the quest for challenging poor performance at institutional level in a sector that is in dire need of positive outcomes. 相似文献
662.
Jo Harris Lorraine Cale Rebecca Duncombe Hayley Musson 《Sport, Education and Society》2018,23(5):407-420
Critical discourse analysis was used to explore and discuss data on young people’s knowledge and understanding of health, fitness and physical activity, selected from a wider study which focused on the role of secondary schools in effectively promoting physical activity. A mixed methods approach was utilised, involving an online survey to teachers in all state secondary schools in the UK (n?=?603 responding schools) and case studies centred on eight randomly selected state secondary schools from nine Government regions across England. Within each case study school, teacher interviews and pupil focus groups were conducted involving 17 teachers and 132 children aged 12–15 years, respectively. The healthism discourse was evident in the way young people talked about health, fitness and physical activity and two key themes emerged, these being: (i) issues with young people’s knowledge and understanding of health, fitness and physical activity in the form of reductive, limited and limiting conceptions; conceptual confusion; a preoccupation with appearance, weight, fat, shape and size; limited progression in learning; and complexities in understandings; and (ii) divides between young people’s health knowledge and health behaviour, and dilemmas underpinning these divides. Improved understanding of issues with young people’s knowledge and understanding of health, fitness and physical activity and of divides and dilemmas regarding associated behaviours should assist in developing critical pedagogies which challenge the dominance and stability of the healthism discourse and more effectively promote healthy, active lifestyles amongst young people. 相似文献
663.
João Martins Adilson Marques António Rodrigues Hugo Sarmento Marcos Onofre Francisco Carreiro da Costa 《Sport, Education and Society》2018,23(5):505-519
Based on a socio-ecological framework for physical education (PE), this study explored and analysed the perspectives of physically active and inactive adolescent boys and girls with different socioeconomic status (SES), regarding the meanings that PE had on their physical activity (PA) lifestyles throughout childhood and adolescence. An interpretative and qualitative design was adopted and operationalised through an individual two-hours in-depth interview. Thematic analysis identified five main themes that distinguish active from inactive adolescents: ‘Early experiences of PE at primary school’; ‘PE experiences in middle and secondary school’; ‘Friendly, professional and pedagogue. That’s what I want from my PE teacher’; ‘Friends in PE and PA’; ‘Active lifestyles? Are schools and PE ready for making a difference?…’. Regardless of the lifestyle, girls revealed more PE negative experiences, related to uninteresting and competitive activities, groups’ constitution and logistic factors. SES played a major role on their PA and PE experiences, with low SES adolescents having limited opportunities inclusively within the primary school PE context. This study provides evidence for the importance of promoting positive PE and PA experiences in early years. Based on adolescents’ voices, several recommendations are discussed that can be considered for improving PE professionals’ effectiveness in promoting active lifestyles. 相似文献
664.
João Paulo Lopes-Silva Jonatas Ferreira Da Silva Santos Guilherme Giannini Artioli Irineu Loturco Chris Abbiss Emerson Franchini 《European Journal of Sport Science》2018,18(3):431-440
Purpose: To investigate the effect of sodium bicarbonate (NaHCO3) on performance and estimated energy system contribution during simulated taekwondo combat. Methods: Nine taekwondo athletes completed two experimental sessions separated by at least 48?h. Athletes consumed 300?mg/kg body mass of NaHCO3 or placebo (CaCO3) 90?min before the combat simulation (three rounds of 2 min separated by 1 min passive recovery), in a double-blind, randomized, repeated-measures crossover design. All simulated combat was filmed to quantify the time spent fighting in each round. Lactate concentration [La?] and rating of perceived exertion (RPE) were measured before and after each round, whereas heart rate (HR) and the estimated contribution of the oxidative (WOXI), ATP (adenosine triphosphate)-phosphocreatine (PCr) (WPCR), and glycolytic (W[ La? ]) systems were calculated during the combat simulation. Results: [La?] increased significantly after NaHCO3 ingestion, when compared with the placebo condition (+14%, P?=?0.04, d?=?3.70). NaHCO3 ingestion resulted in greater estimated glycolytic energy contribution in the first round when compared with the placebo condition (+31%, P?=?0.01, d?=?3.48). Total attack time was significantly greater after NaHCO3 when compared with placebo (+13%, P?=?0.05, d?=?1.15). WOXI, WPCR, VO2, HR and RPE were not different between conditions (P?>?0.05). Conclusion: NaHCO3 ingestion was able to increase the contribution of glycolytic metabolism and, therefore, improve performance during simulated taekwondo combat. 相似文献
665.
666.
As surgical procedures continue to be more complex, the need for more effective training in anatomy has increased. The study of anatomy plays a significant role in the understanding of the human body as well as in basic and advanced clinical training. Among the different cadaver models, fresh frozen cadavers (FFCs) are known for their realistic tissue quality. The purpose of this article was to review and summarize the preparation procedures for and reported cases involving FFCs. PubMed, Scopus, Medline, and Web of Science were searched for relevant studies. The preparation procedures were divided into five steps: washing, irrigation, freezing, defrosting, and arterial infusion. Not all steps were reported to be mandatory, but omitting one or more could result in a loss of quality. FFCs were reported to be used for various purposes: undergraduate education, general surgery training, vascular surgery training, minimal access surgery (laparoscopic surgery) training, and microsurgery training. In all categories, expert opinions and statistical analyses indicated successful outcomes. The reasons for high satisfaction with FFCs included realistic texture, capability of reenacting actual operations, and accuracy of anatomical locations. The results also revealed the importance and advantages of the dissection courses in surgical training. Since the direct comparison between cadaver models is insufficient, future studies regarding this topic are deemed necessary. In addition, it would be advantageous to develop methods to improve FFC quality, or ideas to optimize this model for certain purposes. 相似文献
667.
Laura A. Outhwaite Erin Early Christothea Herodotou Jo Van Herwegen 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1292-1313
Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open-access, three-step framework for assessing the educational value of maths apps, comprised of type of app, mathematical content and app design features. When applied to a selection of available maths apps previously evaluated with children in the first 3 years of school (the final sample included 23 apps), results showed that practice-based apps were the most common app type tested (n = 15). Basic number skills, such as number representation and relationships, were the most common area of mathematics targeted by apps (n = 21). A follow-up qualitative comparative analysis showed observed learning outcomes with maths apps were enhanced when apps combined the following: a scaffolded and personalised learning journey (programmatic levelling) and explanations of why answers were right or wrong (explanatory feedback), as well as praise, such as ‘Great job!’ (motivational feedback). This novel evidence stresses the significance of feedback and levelling design features that teaching practitioners and other stakeholders should consider when deciding which apps to use with young children. Directions for future research are discussed.
Practitioner notes
What is already known about this topic- Educational apps have been shown to support maths attainment in the first 3 years of school.
- Several existing frameworks have attempted to assess the educational value of some of these maths apps.
- Emerging experimental evidence also demonstrates the benefits of specific app design features, including feedback and levelling.
- Practice-based maths apps are the most common type of app previously evaluated with young children.
- These evaluated maths apps have mostly focused on basic number skills.
- The combination of explanatory and motivational feedback, with programmatic levelling (either dynamic or static), was a necessary condition for enhancing learning outcomes with maths apps.
- The inclusion of feedback and levelling in maths apps should be considered by app developers when designing apps, and by educational practitioners and parents when deciding which apps to use with their children.
- Further consideration is also needed for the development of educational apps that include a broad range of maths skills.
668.
Jo PalchinskyMagennis 《Performance Improvement Quarterly》1992,5(3):44-55
High–risk operations, including the nation's commercial nuclear power industry, are devoting extensive resources and leadership to improve human performance through training. The evaluation of the effectiveness of this training is the focus of on–going research. This report summarizes the methodology of a research study in progress at one nuclear utility and de scribes a training performance indicator model that was developed during the study. The model organizes the types of performance indicators currently thought to be worthwhile in monitoring training effectiveness. The model contains twelve categories of indicators. Each category is described and illustrated in this report. 相似文献
669.
Learning Environments Research - Classroom discipline is a significant concern in most educational systems and a critical element of an effective learning environment. In this article, we present a... 相似文献
670.
As key players in innovation and entrepreneurial ecosystems, Higher Education Institutions (HEI) assume a position as catalysts in creating and disseminating knowledge with repercussions in the societal, economic, political and innovation environments. In this scenario, HEI are facing the need to balance the performance of their traditional missions—teaching and research—with the pursuit of entrepreneurial performance. This brings awareness of the need to pay particular attention to HEI entrepreneurial performance (HEIEP) and how to measure it. Based on HEInnovate, a self-assessment tool resulting from a joint effort of the European Community and the OECD, this study aims to explore the benefits of university entrepreneurial metrics, analysing HEIEP as a discriminant function of the HEInnovate dimensions complemented with a qualitative approach using Fuzzy Set Qualitative Comparative Analysis (fsQCA). The analysis provides valuable details, presenting recipes based on the HEInnovate dimensions or combinations of dimensions to achieve a mission legitimation. This research brings awareness to the use of the HEInnovate scale, where it is possible to highlight the importance of the digital transformation and capability dimension to entrepreneurial performance (EP) and university mission legitimation. 相似文献