Editorial     

Nick Rushby 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):541-542

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Differential effects of endurance and resistance training on central fatigue     

Triscott S  Gordon J  Kuppuswamy A  King N  Davey N  Ellaway P 《Journal of sports sciences》2008,26(9):941-951

The effect of long-term endurance and resistance training on central fatigue has been studied using transcranial magnetic stimulation by exercising the biceps brachii to exhaustion and recording motor-evoked potentials from the non-exercised homologous biceps. Three groups of eight healthy individuals took part: two groups of individuals who had more than 8 years of athletic training in either an endurance or resistance sport, and a group of controls. The size of a motor-evoked potential (area of averaged rectified response) was significantly depressed in all three groups in the non-exercised arm after exhaustive exercise of the opposite arm. Recovery of motor-evoked potentials occurred earlier in endurance athletes (20 min) than in control participants (30 min) and resistance athletes (>30 min). Dexterity and maximum voluntary contraction of the biceps for the non-exercised arm were not depressed in any group. In a separate session, the limit of endurance time for the biceps was reduced significantly following exhaustive exercise of the biceps of the other arm for resistance athletes and control participants, whereas there was no change in the endurance athletes. Our findings suggest that athletic training has an effect on the mechanism of central fatigue that may be specific to the nature of training.  相似文献   

For whom does “what works” work? The political economy of evidence-based education     

Nick Cowen 《Educational Research and Evaluation》2019,25(1-2):81-98

ABSTRACT

What role does scientific evidence play in educational practice? Supporters of evidence-based education (EBE) see it as a powerful way of improving the quality of public services which is readily applicable to the education sector. Academic scholarship, however, points out important limits to this applicability. I offer an account inspired by Tullock’s theory of bureaucracy that helps explain EBE’s influence despite these limits. Recent configurations of EBE are an imperfect solution to 2 imperatives where policymakers are at an informational disadvantage: (a) guiding professionals working in the field and (b) evaluating evidence from academic researchers. EBE, especially in the form of RCTs and systematic reviews, offers a way of filtering a complex range of research to produce a determinate result that is transparent to policymakers. However, this impression of research transparency is misleading as it omits theoretical background that is critical for successfully interpreting the results of particular interventions. This comes at a cost of relevance to the frontline professionals whom this research evidence is supposed to inform and help.  相似文献   

Editorial          下载免费PDF全文

Nick Rushby 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):3-4

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Editorial: Where to publish,what to publish     

Nick Rushby 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):531-532

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Editorial     

Nick Rushby 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):3-4

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Editorial: Learning technology—redefining the field     

Nick Rushby 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):835-836

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Career choice status among undergraduates and the influence of career management competencies and perceived employability     

Denise Jackson  Nicholas Wilton 《Journal of Education & Work》2017,30(5):552-569

This study examines the influence of career management competencies and perceived employability on career choice status (CCS) among undergraduates. Making informed and appropriate career choices is positively linked with well-being, work performance and academic and career success. Early career decision-making is now critical if students wish to succeed in highly competitive graduate labour markets. This study gathered quantitative data from 370 Business undergraduates in an Australian and UK university. Findings suggest that students have largely made career decisions and are reasonably satisfied with their choices. CCS varied with age, stage of study, perceived employability and student capabilities in career self-management. Findings highlight the need for universities to not only equip students with the necessary skills to enter their chosen career but also – in collaboration with industry – develop strategies to engage students in the different aspects of career self-management earlier on in their studies.  相似文献   

Online problem-based and enquiry-based learning in the training of educational psychologists     

Nick Bozic  Huw Williams 《Educational Psychology in Practice》2011,27(4):353-364

Over the past 40 years, problem-based learning (PBL) and enquiry-based learning (EBL) approaches have been used in a variety of professional training courses. More recently online versions of these pedagogies have been developed. This paper explains how online PBL and EBL activities have been incorporated into the professional training of educational psychologists, at the University of Birmingham, UK. Three examples of such activities are presented, together with data gathered during implementation which has helped to evaluate this work. There is a discussion of some of the emerging themes that have been generated and implications for the future use of online PBL/EBL in the training and continuing professional development of educational psychologists.  相似文献   

Effects of childhood setting and interaction with nature on academic performance in introductory college-level courses in the environmental sciences     

Melanie A. Spero  Nick J. Balster  Alex W. Bajcz 《Environmental Education Research》2019,25(3):422-442

This study explored the relationships between student background and academic performance in college introductory environmental science (ES) courses at a large U.S. research university with the premise that this analysis may inform teaching practices, curricula, and efforts to increase retention. We surveyed over 700 students across eleven introductory ES courses and used multiple linear mixed-effects regressions to model the data. We found that students who grew up in rural settings or who had frequent childhood interactions with natural environments earned higher grades, on average, than students from urban settings or with fewer childhood interactions with natural environments. Our results indicate that students reporting frequent childhood interactions with forests, for example, were projected to earn grades up to 1.5 letter grades higher in these courses than students with no such interactions. In addition, students with frequent childhood interactions with nature were likelier to report that such interactions helped them in their ES course, suggesting that these students may recognize the value of these experiences. Greater interest in the subject matter also correlated with higher ES course grades, whereas amount of prior ES coursework did not. We discuss the possible implications of these correlations for ES academic performance and educational practice.  相似文献