Effects of a combined inversion and plantarflexion surface on knee and hip kinematics during landing     

Kevin A. Valenzuela  Divya Bhaskaran  Cicily Hummer  Antonio Schefano 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(4):429-439

Although landing in a plantarflexion and inversion position is a well-known characteristic of lateral ankle sprains, the associated kinematics of the knee and hip is largely unknown. Therefore, the purpose of this study was to examine the changes in knee and hip kinematics during landings on an altered landing surface of combined plantarflexion and inversion. Participants performed five drop landings from 30 cm onto a trapdoor platform in three different conditions: flat landing surface, 25° inversion, or a combined 25° plantarflexion and 25° inversion. Kinematic data were collected using a seven camera motion capture system. A 2 × 3 (leg × surface) repeated measures ANOVA was used for statistical analysis. The combined surface showed decreased knee and hip flexion range of motion (ROM) and increased knee abduction ROM (p < 0.05). The altered landing surface creates a stiff landing pattern where reductions in sagittal plane motion are transferred to the frontal plane, resulting in increased knee abduction. A stiff landing pattern is frequently related to increased risk of anterior cruciate ligament injury. It may be beneficial for athletes at risk to train for alternate methods of increasing their sagittal plane motion of the knee and hip with active knee or trunk flexion.  相似文献   

‘I took this picture because … ’: accessing teachers' depictions of change     

Melissa Parker  Kevin Patton  Christina Sinclair 《Physical Education & Sport Pedagogy》2016,21(3):328-346

Background: Achieving teacher change and the lofty goals of educational reform initiatives necessitates professional development (PD) designed to help teachers rethink their practice. A key implication for physical education, therefore, is that PD must be organized in ways that utilize teachers' voice, providing opportunities for teachers to build or extend their own capacity to engage in ongoing learning. Yet, while the desired outcome of PD is capacity-building resulting in teacher change, teachers' needs and interests remain largely ignored.

Purpose: The purpose of this study was to explore the potential of using participatory visual methods as a pedagogical and methodological tool to facilitate teacher articulation of change. Specifically, we sought to understand teachers' depictions of their own change.

Theoretical framework: The project was grounded in constructivist learning theory as the pedagogical use of visual methods provided teachers a way to understand, interpret, and think about the curriculum change and their teaching.

Participants and setting: Four physical education teachers, all female, were the participants.

Data sources: Data sources included (a) participants' digital photographs, (b) photo-elicitation interviews, and (c) field notes from observations of all PD sessions, conference presentations, and multiple lessons taught by the teachers.

Data analysis: Data were analyzed using two distinct yet overlapping processes derived from grounded theory: open and axial coding.

Findings: Visual methods allowed participants to articulate three distinct changes as a result of the curriculum development PD process: (a) changes in practice, (b) changes to interpersonal working relationships, and (c) intrapersonal changes. First, the use of visual methods allowed these teachers to identify four multidimensional student learning-focused changes to their teaching practice: outcomes based instruction, increased and differentiated practice, deliberate focus on the affective domain, and assessment to document learning. Second, changes to interpersonal working relations as a result of the curriculum development were documented. These changes provided the initial forum for collaboration as well as solidarity among the teachers to complete a defined task. Third, empowered by their increased skills and knowledge, these teachers experienced intrapersonal changes as they embraced their roles as teachers, professionals, and leaders. All four teachers expressed increased sense of self as a result of their changes in curriculum, assessment, and approach to teaching.

Conclusions: These teachers accomplished a great deal as they departed from what they knew well to try new practices and strategies. The use of visual methods documented this complex process. This study has several implications for the use of visual methods. The first is their value as a way for teachers to discuss their own learning and reflect on their practice. Second, the use of photographs and associated photo-elicitation interviews served as a valid research tool which successfully accessed teachers' implicit learning. Finally, a combination of methodologies provided different, yet complimentary information about teachers' depictions of change.  相似文献   

Eric Bulson: Little Magazine,World Form     

Kevin Baker 《Publishing Research Quarterly》2017,33(3):343-344

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African Americans’ Perception of Mental Health Professions     

Kevin?A.?FallEmail author  Justin?E.?Levitov  Latoya?Anderson  Harold?Clay 《International journal for the advancement of counseling》2005,27(1):47-56

This study explored African-Americans perceptions of various mental health professions through the ranking of confidence levels across five case vignettes of varying psychiatric severity. Results indicated that African-Americans viewed psychologists and doctoral level licensed professional counselors with similar levels of confidence and ranked doctoral level licensed professional counselors above masters level counselors in every case example. Congruent with previous studies, the African American sample was confident in counselors ability to treat less severe cases and less confident in their ability to treat more severe cases.  相似文献   

PERSUASION FROM BELOW?     

Kevin Wallsten  Melinda Tarsi 《Journalism Practice》2016,10(8):1019-1040

Guided by the belief that anonymity inevitably breeds the kind of uncivil discourse that hurts their readers, many news organizations have chosen to ban anonymous comments sections on their websites in recent years. Unfortunately, little empirical research has been conducted to assess whether exposure to anonymous comments actually does influence people's attitudes. In this paper, we address this oversight by asking: do anonymous comments posted on a newspaper website shape how internet users feel about the media? Using an online experiment to systematically manipulate exposure to anonymous comments attached to a “hard news” report, we find strong evidence that exposure to non-attributed posts—regardless of their tone—leads internet users to feel more negatively towards specific news organizations and the media in general.  相似文献   

Work,Play and Language Learning: Some Implications for Curriculum Policy of Michael Oakeshott’s Philosophy of Education     

Kevin Williams 《Educational Philosophy and Theory》2020,52(5):535-548

Abstract

This paper applies Oakeshott’s distinction between work and play to his philosophy of language education. The first part explores his critique of the vocational rationale for learning foreign languages and his affirmation of the intrinsic value or playful character of the activity. The second part of the article endeavours to give practical content to Oakeshott’s vision of studying language for the pleasure of the activity by drawing on sources that reflect the character of the experience in terms of playfulness.  相似文献   

Perhaps the Decision of Some Students not to Engage in Learning Mathematics in School is Deliberate     

Peter Sullivan  Steve Tobias  Andrea McDonough 《Educational Studies in Mathematics》2006,62(1):81-99

A perceived lack of engagement of many students in middle years mathematics classes provides a challenge for educators. In this article we report a project that investigated students' perceptions of the extent to which their own efforts influence their achievement at mathematics and their life opportunities. We conducted 2 hour interviews with over 50 students, as well as collecting other data. The results suggest that a student's orientation to learning mathematics is not predicted by their achievement. Even students who were confident, successful and persistent exhibited short-term goals. It seems that classroom culture may be an important determinant of under-participation in schooling.  相似文献   

Key skills for science learning: the importance of text cohesion and reading ability     

Sophie Susannah Hall  John Maltby  Ruth Filik  Kevin B. Paterson 《教育心理学》2016,36(2):191-215

To explore the importance of text cohesion, we conducted two experiments. We measured online (reading times) and offline (comprehension accuracy) processes for texts that were high and low cohesion. In study one (n?=?60), we manipulated referential cohesion using noun repetition (high cohesion) and synonymy (low cohesion). Students showed enhanced comprehension accuracy and faster comprehension responses for text that were high in referential cohesion. In study two (n?=?52), we examined connective text designs (‘because’, ‘and’ and ‘no connective’). Students demonstrated enhanced reading times for text using a ‘because’ connective. Additionally, we examined the individual differences (reading ability, science self-concept and self-esteem) as predictors of achievement with science comprehension tasks. Across both experiments reading ability predicted comprehension with both high (noun-repetition text and ‘and’ text) and low cohesion text (synonym text and ‘no connective’ text). These findings highlight the importance of good reading abilities and text cohesion for promoting science comprehension and learning.  相似文献   

Wooden dolls and disarray: rethinking United States’ teacher education to the side of quantification     

Kevin J. Burke  Abraham DeLeon 《Critical Studies in Education》2020,61(4):480-495

ABSTRACT

According to the 2013 report by the National Council on Teacher Quality (NCTQ), most teacher education programs are failing in the United States. These programs, NCTQ insists, are not preparing new teachers with sufficiently ‘scientific’ methods and are, in the process, failing to properly train prospective teachers how to ‘lead the classroom’ (p. 2). In the deficit discourses employed by NCTQ, teacher education programs have become a cesspool of ‘mediocrity’ (p. 1) where the overall findings ‘paint a grim picture of teacher preparation in the United States’ (p. 17). We actually agree that things are grim, but for very different reasons and in very different spaces. Using NCTQ’s ‘Teacher Prep Review: A Review of the Nation’s Teacher Preparation Program’ as an entryway, the authors argue that the report typifies not only an alarmist approach usually found in conservative attempts at social policy and reform, but also further reifies quasi-empirically based research as the best (indeed the only) method by which to measure effective teacher education programs. The authors deconstruct the taken-for-granted assumptions within the NCTQ text, challenging quantification as a research/policy paradigm while arguing for the value of newly imagining educational possibility through risk and creation.  相似文献   

Fifteen Thousand Hours: a related study of family‐school differences     

Kevin Marjoribanks 《Educational studies》1982,8(1):45-53

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