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61.
Larry D. Yore John O. Anderson Mei-Hung Chiu 《International Journal of Science and Mathematics Education》2010,8(3):593-609
Evidence-based policies, decisions, and practices are highly valued and underachieved in the international mathematics and
science education reforms. Many in the mathematics and science education research communities lament the lack of influence
that research results have on the education profession, schools, and teaching. Academic research done in isolation of end-users—with
the faint hope that teachers, politicians, and bureaucrats will access and utilise these results to inform curriculum, assessment,
and instruction and to influence public policy—has not worked. Some funding agencies require dissemination of research and
development results to the broader political and education communities; therefore, applicants agree to these requirements
without fully realizing the breadth of these demands. However, to achieve such knowledge transfer requirements, researchers
need to become more (a) aware of the needs, players, and processes of ‘speaking truth to power’; (b) active in knowledge transfer
and influencing public policy; and (c) alert to values and normative premises of the policy makers. This article outlines
the essential principles, barriers within the academic community, international efforts, and future considerations for knowledge
transfer regarding international assessments. Specific articles on PISA 2000, 2003, and 2006 included in this special issue
are used to illustrate these insights into verification of curricular influences, educational opportunity and equality, regional
comparisons, and direct influence on policy. 相似文献
62.
John O. Anderson Mei-Hung Chiu Larry D. Yore 《International Journal of Science and Mathematics Education》2010,8(3):373-388
This special edition of IJMSE focuses on the Programme of International Student Assessment (PISA) project now that it has
completed a full cycle of administration—reading, mathematics, and science—to look at ways in which PISA has been used in
participating countries and with what consequences, and to identify potential research and policy directions emanating from
this initiative. Articles were invited to (a) reflect international perspectives on the uses and consequences of PISA to date
and (b) speculate on future directions for research, curriculum, and policy using the PISA datasets. The introductory article
provides a brief overview of common aspects of PISA: Evolving definitions of reading literacy, mathematics literacy, and science
literacy; technical design of the instruments and data analysis procedures; the changing emphasis of administrations; and
recent research using the datasets. PISA, unlike other international assessments in reading, mathematics, and science, has
provided a fresh perspective on ‘what might be’ by decoupling the assessment from mandated curricula to focus on literacies
needed for a 21st century economy. This unique feature of PISA brings with it possibilities and cautions for policy makers. 相似文献
63.
Bruce W Bailey Gabrielle LeCheminant Timothy Hope Mathew Bell Larry A Tucker 《Measurement in physical education and exercise science》2018,22(3):231-238
The study compared the agreement, internal consistency, and measurement stability of the GE iDXA, BOD POD, and InBody 720. Body composition of 43 men and 37 women (31.4 ± 10.7 years; 90% Caucasian and 10% other) was assessed in triplicate using each method over two different days. Mean percent body fat (% BF) of the participants was different for all three machines (27.6 ± 10.0% [GE iDXA)] 25.6 ± 10.4% [BOD POD], and 21.3 ± 10.6% [InBody 720]; p < .05). The coefficient of variation for same day repeated measures was 1.06% (GE iDXA), 3.29% (BOD POD), and 2.97% (InBody 720). The coefficient of variation for 2-day repeated measures was 1.81% (GE iDXA), 4.61% (BOD POD), and 4.24% (InBody 720). The difference between the GE iDXA and BOD POD was within acceptable variability, while the InBody 720 significantly underestimated % BF. The internal consistency was highest for the GE iDXA, followed by the InBody 720, and then the BOD POD. 相似文献
64.
Abstract The purpose of this study was to compare three methods of relieving fatigue between bouts of strenuous exercise—rest, abdominal cold packs, and cold showers. Fifteen subjects were used in the study; each subject participated in each of the three treatments, making a total of 45 measurements. The subjects ran on a treadmill which was set at 8 mph with a 10 percent elevation, until their pulse rates reached 180 beats per minute. One of the three treatments was then applied for 10 min., after which the subjects engaged in a second treadmill run until heart rates reached 180 beats per minute. The time of the second treadmill run was the main criterion measure. A complete randomized block design was used to test the differences among the three treatments for statistical significance. The Newman-Keuls sequential range test was employed to test differences between all possible pairs of treatment. Abdominal cold packs proved to be the most effective treatment, with the cold shower second and rest third. 相似文献
65.
66.
Allen Jackson Larry Bruya William Baun Peggy Richardson Robert Weinberg Irma Caton 《Research quarterly for exercise and sport》2013,84(2):163-164
Abstract Nineteen college men and women (aged 18–23 yrs, × = 21.1) were studied to ascertain the force-time components of a rapid maximal voluntary isometric contraction (MVC) for ankle dorsiflexors, knee extensors, elbow flexors, wrist flexors and hand grip. Standardized isometric strength testing protocol was used. After a practice period subjects were instructed to make an MVC without jerking and as quickly as possible, for each of the muscle actions noted above. Force readings were taken from a load cell assembly through an analogue-to-digital converter and analyzed to yield time values for MVC, 3/4 MVC, 1/2 MVC, and 1/4 MVC. The results indicated significant differences (p < .01) between the responses of the men and women, with the women reaching full MVC more rapidly than the men. Also, there were significant differences among the five muscle groups tested, with the wrist flexor muscle group developing MVC most quickly, while the knee extensors took the longest time to full MVC. Based upon these data it may be concluded that the time to full MVC differs between men and women, and also that the time to full MVC differs among the five muscle groups tested in this experiment. 相似文献
67.
Larry Ludlow Joseph Pedulla Sarah Enterline Marilyn Cochran‐Smith Fran Loftus Yves Salomon‐Fernandez 《欧洲师范教育杂志》2008,31(4):319-337
In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university. 相似文献
68.
This study explored factors predicting the extent to which high school students (N = 140) acquired meaningful understanding of the biological topics of meiosis, the Punnett-square method, and the relationships between these topics. This study (a) examined mental modeling as a technique for measuring students' meaningful understanding of the topics, (b) measured students' predisposed, generalized tendency to learn meaningfully (meaningful learning orientation), (c) determined the extent to which students' meaningful learning orientation predicted meaningful understanding beyond that predicted by aptitude and achievement motivation, (d) experimentally tested two instructional treatments (relationships presented to students, relationships generated by students), (e) explored the relationships of meaningful learning orientation, prior knowledge, instructional treatment, and all interactions of these variables in predicting meaningful understanding. The results of correlations and multiple regressions indicated that meaningful learning orientation contributed to students' attainment of meaningful understanding independent of aptitude and achievement motivation. Meaningful learning orientation and prior knowledge interacted in unique ways for each topic to predict students' attainment of meaningful understanding. Instructional treatment had relatively little relationship to students' acquisition of meaningful understanding, except for learners midrange between meaningful and rote. These findings imply that a meaningful learning approach among students may be important, perhaps as much or more than aptitude and achievement motivation, for their acquisition of interrelated, meaningful understandings of science. 相似文献
69.
Vipin K. Agrawal Poonam Khanna Vijay K. Agrawal Larry W. Hughes 《Decision Sciences Journal of Innovative Education》2020,18(3):481-516
Ongoing curriculum change in higher education is essential to enhance student learning and better prepare them for the job‐market. However, research shows that faculty are reluctant to implement such changes because students generally react adversely thereby negating any potential benefits, and moreover, sanction faculty through lower evaluations and future enrollment. Yet, understanding of the effect of curriculum changes on students’ course and instructor perceptions is limited. In this article we attempt to fill this gap. Drawing on two empirical findings—students’ motivation to attend college becoming increasingly extrinsic since the 1960s and their inability to recognize, ex ante, the value‐added by a curriculum change—and the norm life‐cycle theory, we argue that any effort‐increasing or grade‐threatening change is viewed as non‐normative and will lead to an adverse student reaction. However, this adverse reaction will dissipate over time once a critical mass of students is convinced of the merits of the new curriculum. We find support for our hypotheses by analyzing change in student perceptions following curriculum changes at a U.S. University. In addition, we also find that once the adverse reaction dissipates, students’ perceptions of the new curriculum become more positive than the old curriculum, only to be reversed once the revised curriculum is accepted as the new norm. 相似文献
70.