Commercially available compression garments or electrical stimulation do not enhance recovery following a sprint competition in elite cross-country skiers     

Andrew David Govus  Erik Petrus Andersson  Oliver Michael Shannon  Holly Provis  Mathilda Karlsson  Kerry McGawley 《European Journal of Sport Science》2018,18(10):1299-1308

This study investigated whether commercially available compression garments (COMP) exerting a moderate level of pressure and/or neuromuscular electrical stimulation (NMES) accelerate recovery following a cross-country sprint skiing competition compared with a control group (CON) consisting of active recovery only. Twenty-one senior (12 males, 9 females) and 11 junior (6 males, 5 females) Swedish national team skiers performed an outdoor sprint skiing competition involving four sprints lasting ～3–4 min. Before the competition, skiers were matched by sex and skiing level (senior versus junior) and randomly assigned to COMP (n?=?11), NMES (n?=?11) or CON (n?=?10). Creatine kinase (CK), urea, countermovement jump (CMJ) height, and perceived muscle pain were measured before and 8, 20, 44 and 68?h after competition. Neither COMP nor NMES promoted the recovery of blood biomarkers, CMJ or perceived pain post-competition compared with CON (all P?>?.05). When grouping all 32 participants, urea and perceived muscle pain increased from baseline, peaking at 8?h (standardised mean difference (SMD), [95% confidence intervals (CIs)]): 2.8 [2.3, 3.2]) and 44?h (odds ratio [95% CI]: 3.3 [2.1, 5.1]) post-competition, respectively. Additionally, CMJ was lower than baseline 44 and 68?h post-competition in both males and females (P?相似文献   

Trajectories in teacher education: Recognising prior learning in practice   总被引：1，自引：0，他引：1  

Per Andersson  Kristina Hellberg 《Asia-Pacific Journal of Teacher Education》2009,37(3):271-282

This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on participation and trajectories in the two communities of practice in which teacher education is situated – the university and the pre-school. The data consist of transcribed interviews with ten student teachers, and additional data are gathered from stakeholders in the program. The results show that prior experiences and learning are given implicit and indirect recognition. In the practice of the pre-school, the trajectory means a shift in identity, from child minder to student teacher and pre-school teacher. In the practice of the university, prior experiences and learning help students in their trajectories from peripheral to fuller participation.  相似文献   

Embodying Teaching: A Body Pedagogic Study of a Teacher’s Movement Rhythm in the ‘Sloyd’ Classroom     

Joacim Andersson  Jonas Risberg 《Interchange》2018,49(2):179-204

The article draws on body pedagogics and considers that teaching and learning experiences and outcomes are directly related to the different characteristics of movement behaviour. In this article movement behaviour specifically centres on a sloyd (handicraft education) teacher’s walk through the classroom. The analysis illuminate the specific teaching use of the body as a spatial, temporal and situational movement rhythm in the classroom and how teachers and pupils tune into educational discourses by means of different body techniques. A wireless GoPro camera was attached to the teacher’s chest in order to gain detailed view of pupil–teacher–body–material–tool encounters and a specific visual perspective of the sloyd teacher’s walk. During a 2.5 years fieldwork, 25 wood–metal sloyd lessons were observed and recorded (circa 50 h of video). The study is informed by Dewey’s embodied theory of learning and focus the alternation between active and passive phases in the stream of experience. From such Deweyan perspective the rhythm of an activity for organising experience, is fundamental to the creation of intelligent moving habits. The results show the body pedagogic experiences, outcomes and means by highlighting the teacher’s (a) spatial path by describing mutual relationships between the material arrangement of the classroom, the teacher’s bodily movements and the pupils’ participation in the lesson, (b) temporal pace by his ‘flights and perchings’ through the lessons and how he moves from pupil to pupil and assignment to assignment, (c) specific pacts by describing body techniques and situated teacher–pupil encounters that terminate in an agreement about how to proceed.  相似文献   

Challenging the myths about madaris in Pakistan: A national household survey of enrolment and reasons for choosing religious schools     

Anne Cockcroft  Neil Andersson  Deborah Milne  Khalid Omer  Noor Ansari  Amir Khan  Ubaid Ullah Chaudhry 《International Journal of Educational Development》2009

There is speculation about madaris in Pakistan as sources of terrorists and about levels and reasons for enrolment, but a dearth of empirical data. We studied madarsah enrolment among 53,960 representative households; 853 focus groups of parents discussed enrolment choices. In 2004, 2.6% of all children (3.8% of school-going children) aged 5–9 years attended a madarsah. Children from urban and less educated households were more likely to attend a madarsah, but there was no difference by sex of the child or household vulnerability. Parents chose madaris because they offered an Islamic education. Our findings challenge misconceptions about madaris in Pakistan.  相似文献   

Tension Between Visions of Science Education     

Jesper Haglund  Magnus Hultén 《Science & Education》2017,26(3-4):323-344

The aim of this study is to contribute to an understanding of how curricular change is accomplished in practice, including the positions and conflicts of key stakeholders and participants, and their actions in the process. As a case, we study the treatment of energy in Swedish secondary curricula in the period 1962–2011 and, in particular, how the notion of energy quality was introduced in the curricula in an energy course at upper secondary school in 1983 and in physics at lower secondary school in 1994. In the analysis, we use Roberts’ two competing visions of science education, Vision I in which school science subjects largely mirror their corresponding academic disciplines and Vision II that incorporates societal matters of science. In addition, a newly suggested Vision III represents a critical perspective on science education. Our analysis shows how Vision II and III aspects of science education have gained importance in curricula since the 1980s, but in competition with Vision I considerations. Energy quality played a central role in providing Vision II and III arguments in the curricular debate on energy teaching. Subsequent educational research has found that Swedish teachers and students struggle with how to relate to energy quality in physics teaching, which we explain as partly due to the tension between the competing visions.  相似文献   

Developing a Learning Progression of Buoyancy to Model Conceptual Change: A Latent Class and Rule Space Model Analysis     

Gao  Yizhu  Zhai  Xiaoming  Andersson  Björn  Zeng  Pingfei  Xin  Tao 《Research in Science Education》2020,50(4):1369-1388

Research in Science Education - We applied latent class analysis and the rule space model to verify the cumulative characteristic of conceptual change by developing a learning progression for...  相似文献   

Becoming the role model: youth recreation leaders,occupational choice and a will to include     

Andreas Fejes  Magnus Dahlstedt 《Discourse: Studies in the Cultural Politics of Education》2018,39(6):901-912

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Biased grades? Changes in grading after a blinding of examinations reform     

Magnus Bygren 《Assessment & Evaluation in Higher Education》2020,45(2):292-303

Abstract

Group differences in average grades prior to and after a step-wise introduction of blinded examinations at Stockholm University are examined. Relative to students with ‘native’ names, students with ‘foreign’ names appear to experience weak positive bias in the grading of their examinations, but the estimated effect is sensitive to model specification. No substantial effects of blinding examinations with respect to male-female gaps are found. The results suggest that examiners – when the names of students are disclosed to them – if anything have a weak tendency to positively discriminate for students perceived to have an immigrant background, but they do not appear to discriminate on the basis of gender.  相似文献   

Verbal information-processing capabilities and cochlear implants: implications for preoperative predictors of speech understanding     

Lyxell B  Andersson J  Arlinger S  Bredberg G  Harder H  Ronnberg J 《Journal of deaf studies and deaf education》1996,1(3):190-201

In this study, we examined preoperative verbal cognitive capacity in 11 deafened adults who were cochlear implant candidates and reexamined level of speech understanding after 6-8 months' experience with the implant. Verbal cognitive performance in the implant group was compared in a group of normal hearing subjects and in nonimplanted group of deafened adults. The three groups performed on par with each other with an exception: The individuals in the cochlear implant group and the nonimplanted group of deafened adults performed significatly worse than those of normal hearing in tasks in which use of internal speech is a key feature (i.e., rhyme judgement and lexical decision tasks). Postoperative observations of the implanted individuals' level of speech understanding suggest that it is possible to predict the level of speech understanding by means of a properative cognitive assessment. The characteristics of three verbal cognitive abilities prove to be critical indicators of 6 - 8 months' postoperative outcome: internal speech functioning, speed of verval information processing, and working memory capacity - the first factor proved the most decisive. We discuss the results with respect to direct versus indirect predictors of outcomes from cochlear implant operations and the effect of auditory deprivation on deafened adults' capability to process auditory information.  相似文献   

Effects of public day-care: a longitudinal study   总被引：1，自引：0，他引：1  

B E Andersson 《Child development》1989,60(4):857-866

119 Swedish children were followed from their first year of life up to the age of 8. Most could be classified according to (a) type of day-care they had experienced during their first 7 years of life and (b) time of first entrance into day-care. At 8 years, the children were tested with aptitude tests and rated by their teachers on school performance and social and personal development. Hierarchical regression analyses and MANCOVAs were used in the statistical treatment. Time of entrance into day-care predicted children's cognitive and socioemotional development, controlling for sex and home background. Children with early day-care (entrance before the age of 1) were generally rated more favorably and performed better than children with late entrance or home care. There was a tendency for early center care to predict a more favorable outcome than other care.  相似文献