排序方式： 共有39条查询结果，搜索用时 15 毫秒
11.
Teacher efficacy, or teachers’ feelings about their abilities in the classroom, remains a major component of educational research. We know that despite participating in shared or similar experiences, some preservice teachers (PSTs) develop feelings of teacher efficacy and some do not. Yet, in-depth examinations into the specific practices of successful host schools are scarce in the deep field of teacher efficacy research. We examine the deliberate actions of one Midwestern elementary school to establish a climate and co-teaching process that deliberately seeks to foster PST success and feelings of confidence in the classroom. We also discuss implications for teacher education. 相似文献
12.
M. Kingsley N. James L. P. Kilduff R. E. Dietzig B. Dietzig 《Journal of sports sciences》2013,31(12):1291-1296
Abstract Squash is a popular racket sport that requires intermittent activity with frequent bursts of near maximal-intensity exercise. Consequently, effective physiological and thermoregulatory responses are important contributors to performance during squash match-play. Controlled field-based simulation protocols have been introduced in a growing number of sports, which allow sports scientists to investigate changes in physiology and the efficacy of various interventions in sport-specific contexts. This study aimed to develop an exercise protocol that simulates the physiological requirements of elite squash match-play. Eight elite junior squash players (age 16.2 ± 0.8 years, height 1.76 ± 0.06 m, body mass 61.3 ± 5.9 kg; mean ± s) completed the following in a randomized order: (1) a squash match against a player of similar standard and (2) a squash-specific incremental exercise protocol (multistage squash test [MST]) followed by the squash simulation protocol (SSP). The multistage squash test was continued for 18.0 ± 1.0 min and elicited near maximal post-MST heart rates, blood lactate concentrations and ratings of perceived exertion (198 ± 9 beats · min?1, 5.7 ± 1.7 mmol · l?1 and 18 ± 1, respectively). The SSP was 12.2 min in length compared with mean game length during competitive matches of 10.0 ± 1.6 min (P = 0.27). Peak heart rates were similar during the SSP and match-play (192 ± 11 and 189 ± 6 beats · min?1, respectively; P = 0.44). Mean exercising heart rates were similar during the SSP (180 ± 8 beats · min?1) and match-play (179 ± 13 beats · min?1; P = 0.73). Peak blood lactate concentrations during the SSP and match-play were 3.5 ± 1.5 and 2.4 ± 1.2 mmol · l?1 (P = 0.07), respectively. Peak ratings of perceived exertion during the SSP and match-play were similar (17 ± 2 and 17 ± 2, respectively; P = 0.64). It was concluded that the SSP closely replicated the demands of squash match-play in elite junior squash players. Furthermore, the SSP provides coaches and scientific support staff with a controlled squash-specific exercise protocol that has potential application in the objective investigation of a range of interventions such as training programmes, nutritional supplements and strategies to maintain core body temperature. 相似文献
13.
Suzi Edwards Julie R. Steele Deirdre E. McGhee Craig R. Purdam Jill L. Cook 《Journal of sports sciences》2017,35(8):769-776
This study aimed to explore how asymptomatic athletes with a patellar tendon abnormality (PTA), who are at high risk of developing patellar tendinopathy, alter their landing technique and net patellar tendon loads generated in response to fatigue. Seven asymptomatic players with a PTA performed five successful vertical stop-jump trials before and after a fatigue protocol. Fatigue protocol involved participants repeatedly performing sets of 30 submaximal jump exercises on a sledge apparatus followed by 30 s rest until the task failure criteria were reached. Three-dimensional ground reaction forces, lower limb kinematics and net peak patellar tendon force were recorded during the stop-jump task. No significant between-fatigue condition differences in net patellar tendon loading, or most secondary outcome variables were observed. Only some fatigue changes were seen during the vertical landing phase. Asymptomatic PTA participants did not modify their landing technique or net patellar tendon loading during a stop-jump task in response to fatigue. The lack of between-fatigue condition differences displayed by the asymptomatic PTA participants during both landing phases suggest that these individuals may not be capable of sufficient movement variability in their landing strategies to adapt to fatigue. 相似文献
14.
15.
Kingsley Nwadiuto Igwe 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3):173-187
The paper examines how information and communication technology can be utilized for resource sharing among university libraries in Nigeria. It was based on the study and review of recent library and information science literature on both print and electronic resources. It discusses the meaning of information and communication technology, resource sharing practices, and how information and communication technology facilitates resource sharing. It traces the history of resource sharing among Nigerian libraries. The current state of information and communication technology application and utilization in Nigeria and its university libraries is revealed, with emphasis on university libraries that are located in different zones of the country. The paper examines challenges facing Nigerian University Libraries with respect to information and communication technology application and utilization for resource sharing, as well as to areas of library operations to which information and communication technology can be applied and utilized for resource sharing. It concludes by proffering solutions for viable information and communication technologies–based cooperation among university libraries in Nigeria. 相似文献
16.
Nancy Spencer-Cavaliere Bethan C. Kingsley Carmen Norris 《International Journal of Disability, Development & Education》2018,65(2):214-228
Despite recognition that social inclusion is a primary goal within the field of human services, people with disabilities continue to live lives of clienthood, marginalisation, and exclusion and human services staff struggle to make social inclusion a priority. The purpose of this study was to explore the perspectives of human services staff about their experiences of an organisationally inspired initiative intended to change the focus of their everyday practices to better facilitate the social inclusion of persons with disabilities. A qualitative case study was used to gather observations, field and reflective notes, semi-structured interviews with staff (n = 15), and reflexive journaling. Thematic analysis of the data led to three themes: (a) challenges, old and new, (b) needing (careful) change, and (c) creating, learning and working together. These findings highlight the complexity of how to create change in the field of human services, but also demonstrate how innovative approaches have the potential to shift and reimagine how human services workers can better support people with disabilities in living meaningful lives. 相似文献
17.
A comprehensive model of instruction should include as one component a representation of the instructional subject matter. In order to represent subject matter a theory for structuring subject matter is required. A general theory for structuring and describing such structures is provided herein. Subject matter structure is composed of two components: content and tasks. The theory presented to structure content is based on the paradigm of axiomatics. Content elements consist of Primary Notions, Secondary Notions, Basic Principles and Established Principles. Two relationships, “used in the formulation of” and “used to establish,” provided the basic structure relating these Constituents. Coordinating relations associate task subsets with content constituents. Task subsets provide the theoretical analog to criterion tests. The notion of dependency is introduced and investigated briefly. Also, a method is provided for developing the complete set of dependency relationships for content constituents. Three examples are provided to further clarify the theoretical model. 相似文献
18.
This article addresses the historical divide between gender development researchers and developmental researchers working with immigrant populations, advocating for the benefits gained by bridging research approaches and interests. For gender researchers, the immigrant context allows for the examination of how children embedded in multiple cultures navigate the potentially conflicting information about appropriate gendered behaviors and attitudes. Furthermore, research focusing on immigrant development can move beyond examining gender differences and benefit from understanding the ways in which gender differences develop. This bridging seems particularly relevant in middle childhood, given (a) the exposure to multiple contexts which increase the salience of cultural differences between home and outside-of-home environments and (b) greater awareness and internalization of collective identities (i.e., gender, ethnicity). 相似文献
19.
Kingsley M James N Kilduff LP Dietzig RE Dietzig B 《Journal of sports sciences》2006,24(12):1291-1296
Squash is a popular racket sport that requires intermittent activity with frequent bursts of near maximal-intensity exercise. Consequently, effective physiological and thermoregulatory responses are important contributors to performance during squash match-play. Controlled field-based simulation protocols have been introduced in a growing number of sports, which allow sports scientists to investigate changes in physiology and the efficacy of various interventions in sport-specific contexts. This study aimed to develop an exercise protocol that simulates the physiological requirements of elite squash match-play. Eight elite junior squash players (age 16.2+/-0.8 years, height 1.76+/-0.06 m, body mass 61.3+/-5.9 kg; mean+/-s) completed the following in a randomized order: (1) a squash match against a player of similar standard and (2) a squash-specific incremental exercise protocol (multistage squash test [MST]) followed by the squash simulation protocol (SSP). The multistage squash test was continued for 18.0+/-1.0 min and elicited near maximal post-MST heart rates, blood lactate concentrations and ratings of perceived exertion (198+/-9 beats.min-1, 5.7+/-1.7 mmol.l-1 and 18+/-1, respectively). The SSP was 12.2 min in length compared with mean game length during competitive matches of 10.0+/-1.6 min (P=0.27). Peak heart rates were similar during the SSP and match-play (192+/-11 and 189+/-6 beats.min-1, respectively; P=0.44). Mean exercising heart rates were similar during the SSP (180+/-8 beats.min-1) and match-play (179+/-13 beats.min-1; P=0.73). Peak blood lactate concentrations during the SSP and match-play were 3.5+/-1.5 and 2.4+/-1.2 mmol.l-1 (P=0.07), respectively. Peak ratings of perceived exertion during the SSP and match-play were similar (17+/-2 and 17+/-2, respectively; P=0.64). It was concluded that the SSP closely replicated the demands of squash match-play in elite junior squash players. Furthermore, the SSP provides coaches and scientific support staff with a controlled squash-specific exercise protocol that has potential application in the objective investigation of a range of interventions such as training programmes, nutritional supplements and strategies to maintain core body temperature. 相似文献
20.
Kristopher M. Goodrich Karla V. Kingsley Carlos LópezLeiva Douglas Daugherty 《The Teacher Educator》2013,48(3):211-229
Lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, and ally (LGBTQQIAA) students are not commonly discussed in teacher education programs. Issues related to LGBTQQIAA learners need to be addressed in schools and in teacher education programs. Extant research shows that LGBTQQIAA students often face hostile school climates, with few resources and little support, which can lead to higher levels of absence and truancy, lower levels of academic achievement, and numerous negative health outcomes. This article uses autoethnographic methods to examine the experiences of an activist group working with preservice teachers, teacher educators, and other social justice advocates on a long-term service project for undergraduate teacher candidates aimed at increasing recognition of and giving voice to K—12 LGBTQQIAA students' experiences. Issues related to agency and resistance are addressed, and implications for teacher preparation programs are discussed. 相似文献