Long-axis rotation: The missing link in proximal-to-distal segmental sequencing     

R. N. Marshall  B. C. Elliott 《Journal of sports sciences》2013,31(4):247-254

Most assessments of segmental sequencing in throwing, striking or kicking have indicated a proximal-to-distal sequencing of end-point linear speeds, joint angular velocities, segment angular velocities and resultant joint moments. However, the role of long-axis rotations has not been adequately quantified and located in the proximal-to-distal sequence. The timing and importance of pronation-supination in the development of racquet head speed have been examined in the tennis serve and squash forehand drive and considered in relation to conventional concepts of proximal-to-distal sequencing. Both long-axis rotations reached their peak angular speeds late in both strokes, typically after shoulder flexion-extension, shoulder abduction-adduction and elbow extension. These results clarify and confirm the importance of upper limb long-axis rotations in the production of racquet head speed. It appears that traditional proximal-to-distal sequencing concepts are inadequate to describe accurately the complexity of the tennis serve or squash forehand drive. It is essential to consider upper arm and forearm longitudinal axis rotations in explaining the mechanics of these movements and in developing coaching emphases, strength training schedules and injury prevention programmes.  相似文献   

Online course selection: using course dashboards to inform student enrollment decisions     

James Marshall 《Open Learning》2016,31(3):245-259

This article explores the potential of course dashboards as a front-end strategy for decreasing online course dropout rates. Scholarship has addressed course attrition once students are enrolled in online courses. However, supporting academic success by assisting students in the making of effective decisions about which online courses to take has received relatively little attention. Students in undergraduate-level online courses from varied disciplines rated the utility of course information types and three course dashboard prototypes. Qualitative feedback was also collected. Various types of information related to the time investment necessary to successfully complete the course were given priority. With regard to information displays, students preferred moderate-to-high amounts of well-organised information, presented with a careful balance of text and visual images. Comments from past students also favoured course dashboard elements.  相似文献   

Summer Scientific Research for Teachers: The Experience and its Effect   总被引：2，自引：0，他引：2  

Westerlund  Julie F.  García  Dana M.  Koke  Joseph R.  Taylor  Teresa A.  Mason  Diana S. 《Journal of Science Teacher Education》2002,13(1):63-83

Journal of Science Teacher Education -  相似文献   

The C³ Framework: Evaluating Classroom Response System Interactions in University Classrooms     

Carmen Fies  Jill Marshall 《Journal of Science Education and Technology》2008,17(5):483-499

The larger the classroom, the more likely is it that communications consist of a one-way flow from the instructor to students. Classroom Response Systems (CRSs) are frequently hailed as technologies capable of improving communications by opening the space for dialogic engagement; yet, a causal relationship is not documented in the literature. The data reported on here stem from a mixed methodology study and provide insights into motivations for CRS use and enacted CRS use across disciplines, as well as student and instructor perceptions of the tool’s effects on teaching and learning. From these data emerged a framework of interaction (the C³ Framework) that situates CRS use from both the instructors’ and learners’ perspectives. The framework consists of an interdependent relationship between Concerns, Centeredness, and Control of discourse. Although this study took place in university classrooms, the C³ Framework presented here applies across educational settings.  相似文献   

Using Charter Schools to Alleviate Racial Exclusion in Rural America: An Innovative Idea or a Trojan Horse?     

Bryan Mann  David T. Marshall  Andrew Pendola  Jason C. Bryant 《Journal of School Choice》2019,13(4):555-575

ABSTRACT

Racial segregation has remained a lasting legacy of rural schools in southern states. Our article explains a case where community leaders created a diverse charter school to change its historical practice of an isolated White private school and isolated African American public schools. We scan documents and literature related to this integration strategy to surface key themes when using rural charter schools to alter patterns of school segregation. First, we explain pressing issues in rural schools. Second, we describe how segregation and inequality have evolved in the South. Third, we explain research showing how charter schools maintain patterns of school segregation, but with exceptions and nuances in certain contexts. Fourth, we consider the benefits and tensions surrounding one rural charter school that offers an integrated educational program. Benefits range from societal to individual as the school fosters an environment where students are exposed to diverse educational experiences. Tensions include shifting power and funding dynamics and the possibility of using a good example to shepherd in less effective charter models elsewhere.  相似文献   

Effects of beliefs about meaning construction and task instructions on interpretation of narrative text     

Lucia Mason  Fabio Scirica  Laura Salvi 《Contemporary educational psychology》2006,31(4):411-437

Two dimensions of students’ beliefs about meaning construction in reading processes, transmission and transaction beliefs, were studied. According to transmission beliefs, the reader’s task is to understand the author’s intended meaning, while transaction beliefs assign to the reader the role of active meaning constructor. Students’ beliefs were ascertained by means of a questionnaire (Schraw, 2000), and the effects of these beliefs on narrative text comprehension and interpretation were examined. The first study, involving 52 students in grade 11, showed that transaction beliefs positively affected text interpretation in the form of personal and thematic responses. Study 2, involving 202 students in grades 7 and 11, revealed the influence of transaction beliefs on text comprehension, thematic, and personal interpretative responses, and overall meaning construction. It also showed the positive effects of giving specific rather than generic instructions for the interpretative task. Moreover, grade level significantly affected text comprehension and interpretation. Finally, differences in student performances were also related to the type of high school they were enrolled in.  相似文献   

An Intelligent Marking Assistant: An Application of Artificial Intelligence in Teaching     

Stewart Marshall 《高等教育研究与发展》1986,5(2):201-211

We are entering the second computer revolution — described by many as “THE REVOLUTION”. The Japanese have committed themselves to a programme to develop a Fifth Generation of computers — machines that can understand natural language, diagnose problems, and discover solutions. What are the implications for higher education?

This paper argues that the most interesting applications of this new technology are in producing “intelligent assistants” or “powerful tools” in the teaching/learning process. It describes in some detail a particular “Expert System” being used in this role — assisting academic staff with the evaluation of student work.  相似文献   

Cross-cultural instrument translation: assessment, translation, and statistical applications     

Mason TC 《American annals of the deaf》2005,150(1):67-72

This article has four major sections: (a) general issues of assessment; (b) assessment of ethnic-group members, including those who are deaf; (c) translation of assessment tools, emphasizing translation into American Sign Language (ASL); and (d) statistical applications for translated instruments. The purpose of the article is to provide insight into and guidelines for translating instruments into another language and using the results for practice or research purposes. The use of translated instruments with deaf individuals is highlighted. A protocol for translating a scale into ASL is offered. Statistical applications for examining internal consistency and component structure are discussed. Finally, implications for practice and research are addressed.  相似文献   

IMPLICATIONS FOR THE CONDUCT OF EDUCATIONAL RESEARCH OF ADOPTING DEWEY'S THEORY OF INQUIRY     

James D. Marshall 《Discourse: Studies in the Cultural Politics of Education》1985,5(2):54-66

This paper examines the implications for the practical conduct of educational research of adopting John Dewey's theory of inquiry as a research methodology. Complex theoretical issues generated by his account of inquiry are not discussed, though references are provided in the text. It is argued that educational research conducted according to the tenets of Dewey would be considerably different from traditional research. Teachers would occupy a major role as researchers and teachers’ immediate and practical problems would serve as the focus of research, knowledge and theory generation, thereby alleviating many of the causes of teacher alienation to research.  相似文献   

Perception of kinetic illusory contours by two-month-old infants     

Johnson SP  Mason U 《Child development》2002,73(1):22-34

Perception of kinetic illusory contours by 2-month-old infants was explored with sparse random-dot displays depicting an illusory shape against a background. In Experiment 1, 24 infants were habituated to a shape specified by accretion and deletion of background texture and relative motion, and exhibited a novelty preference when presented with luminance-defined familiar and novel shapes. Subsequent experiments explored kinetic cues in isolation. In Experiment 2 (n = 24), relative motion information was removed, leaving accretion and deletion of texture and luminance cues, and in Experiment 3 (n = 24), only relative motion information was available. In both these experiments the novelty preference obtained in Experiment 1 was replicated. Results from a control condition (n = 12) mitigated against the likelihood of an inherent preference for either of the test shapes. These findings reveal an early capacity to perceive shape solely from kinetic information, and suggest a mechanism geared toward spatiotemporal boundary formation that is functional shortly after birth. Theories of development of edge and motion discrimination are discussed.  相似文献