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Duane Knudson Guillermo Noffal Jeff Bauer Peter McGinnis Michael Bird John Chow 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):267-277
To help instructors in evaluating innovations in biomechanics instruction, a standardised test of the key concepts taught in the introductory biomechanics course was developed. The Biomechanics Concept Inventory (BCI) consists of 24 questions that test four prerequisite competencies and eight biomechanics competencies. Three hundred and sixty seven students from ten universities throughout the United States took the test at the beginning and the end of the introductory biomechanics course. Analysis of a sub‐sample of the students showed that the BCI was reliable with typical errors in internal consistency and test‐retest conditions of 1.4 and 2.0 questions, respectively. Mean pre‐test scores (8.5 ± 2.0) significantly (p < 0.0001) improved to 10.5 ± 3.2 in the post‐test (n = 305). Typical biomechanics students could correctly answer half of the prerequisite questions on the pre‐test. Instruction resulted in a mean normalised gain (g) of 13.0% of maximum possible improvement that was consistent with research on traditional instruction in introductory physics courses. It was concluded that the BCI could be an effective tool to evaluate the overall effect of pedagogical strategies on student learning of key biomechanical concepts in the introductory biomechanics course. 相似文献
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Contemporary theories of civic education frequently appeal to an ideal of mutual respect in the context of ethical, ethical and religious disagreement. This paper critically examines two recently popular criticisms of this ideal. The first, coming from a postmodern direction, charges that the ideal is hypocritical in its effort to be maximally impartial and fair. The second, which I associate with such 'new atheists' as Sam Harris and Richard Dawkins, argues that notions of mutual respect pose a threat to such basic goals of education as the cultivation of critical thinking. 相似文献
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The purpose of this documentary account is twofold. First, we describe two strategic instructional assignments embedded in university courses at a large research institution in the United States that were designed to help teaching candidates move toward mastery. Second, we explicate candidates' performances on the assessments as well as evidence of the reliability of the assessments and scoring procedures. This case study provides evidence that advanced secondary teaching candidates are able to address instructional issues and engage in the kind of pedagogical reasoning more characteristic of experienced teachers. Further, this account indicates that despite some challenges, it is feasible for multiple course instructors in a research institution to implement and score reliable, valid embedded assessments. 相似文献
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Viv Bird 《Literacy》2005,39(2):59-63
This article describes the Literacy and Social Inclusion Project, a partnership between the National Literacy Trust and the Basic Skills Agency, which looked specifically at home and community approaches to literacy teaching. It presents a model for building parental skills and considers the policy implications of this initiative. 相似文献
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S. Bird M. George S. Theakston J. Balmer R.C.R. Davison 《Journal of sports sciences》2013,31(3):221-228
Abstract Orienteering is a sport in which it is common for most participants to be aged over 40 years, but research into the demands of the sport has focused almost exclusively on elite participants aged 21–35 years. The aim of the present study was to examine the heart rate responses of older male orienteers. Thirty-nine competitive male orienteers were divided into three groups: group 1 (international competitive standard, n=11, age 21–67 years), group 2 (national competitive standard, n=15, age 24–66 years) and group 3 (club competitive standard, n=13, age 23–60 years). Each participant had his heart rate monitored during two orienteering races of contrasting technical difficulty. The results were analysed using analysis of covariance, with age as a covariate, and Pearson product-moment correlation coefficients to determine whether age was related to the observed heart rate responses. The groups did not differ in their peak (175±12 beats · min?1, P=0.643) or mean (159±13 beats · min?1, P=0.171) heart rates during the races. There was a decline of 6 beats · min?1 · decade?1 (P=0.001) for peak heart rate and 5 beats · min ?1·decade?1 (P<0.001) for mean heart rate. Mean heart rates were 86±6% of the participants' maximal heart rates and were not associated with age. The orienteers in group 1 displayed a lower (P<0.005) within-race standard deviation in heart rate (6±2 beats · min?1) than those in groups 2 and 3 (10±3 and 10±4 beats · min?1, respectively). In conclusion, the mean heart rates indicated that all three groups of orienteers ran at a relative high intensity and the international competitive standard orienteers displayed a less variable heart rate, which may have been related to fewer instances of slowing down to relocate and being able to navigate while running at relatively high speeds. 相似文献