‘Motivate’: the effect of a Football in the Community delivered weight loss programme on over 35-year old men and women’s cardiovascular risk factors     

Zoe Rutherford  Brendan Gough  Sarah Seymour-Smith  Christopher R Matthews  John Wilcox  Dan Parnell 《Soccer & Society》2014,15(6):951-969

The purpose of this study was to examine whether an innovative, inclusive and integrated 12-week exercise, behaviour change and nutrition advice-based weight management programme could significantly improve the cardiovascular risk factors of overweight and obese men and women over the age of 35. One hundred and ninety-four men and 98 women (mean age?=?52.28?±?9.74 and 51.19?±?9.04) attending a community-based intervention delivered by Notts County Football in the Community over one year, took part in the study. Height (m), weight (kg), fitness (meters covered during a 6?min walk) and waist circumference (cm) were measured at weeks 1 and 12 as part of the intervention. Changes in body weight, waist circumference and fitness for men and women were measured by a 2-way repeated measures ANOVA, with significance set to p?<?0.05.Weight, waist circumference and fitness significantly improved over time in both men (4.96?kg, 6.29?cm, 70.22?m; p?<?0.05) and women (4.26?kg, 5.90?cm, 35.29?m; p?<?0.05). The results demonstrated that the FITC lead weight loss intervention was successful in significantly improving cardiovascular risk factors in both men and women. In particular, the weight loss reductions achieved were comparable to those seen in similar, more costly men-only programmes. This is the first study to demonstrate the efficacy of such an intervention in an inclusive, mixed gender programme and more specifically, in women.  相似文献   

The I.N.T.O., the bishops and the clash on school funding (1945–1954)     

Noel Ward 《Irish Educational Studies》2013,32(1):96-109

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The Role of Extended Time and Item Content on a High‐Stakes Mathematics Test     

Allan S. Cohen  Noel Gregg  Meng Deng 《Learning disabilities research & practice》2005,20(4):225-233

The premise of a great deal of current research guiding policy development has been that accommodations are the catalyst for student performance differences. Rather than accepting this premise, two studies were conducted to investigate the influence of extended time and content knowledge on the performance of ninth‐grade students who took a statewide mathematics test with and without accommodations. Each study involved 1,250 accommodated students (extended time only) with learning disabilities and 1,250 nonaccommodated students demonstrating no disabilities. In Study One, a standard differential item functioning (DIF) analysis illustrated that the usual approach to studying the effects of accommodations contributes little to our understanding of the reason for performance differences across students. Next, a mixture item response theory DIF model was used to explore the most likely cause(s) for performance differences across the population. The results from both studies suggest that students for whom items were functioning differently were not accurately characterized by their accommodation status but rather by their content knowledge. That is, knowing students' accommodation status (i.e., accommodated or nonaccommodated) contributed little to understanding why accommodated and nonaccommodated students differed in their test performance. Rather, the data would suggest that a more likely explanation is that mathematics competency differentiated the groups of student learners regardless of their accommodation and/or reading levels.  相似文献   

A Critical View of Susan Cooper's Fantasy Quintet     

John Gough 《English in Education》1985,19(2):55-66

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Making Sense of Bali: Unintended outcomes of study abroad programs     

Bob Hill  Noel Thomas 《Teaching Education》2013,24(3):197-211

Study abroad programmes for teacher education students are increasingly being evaluated to determine their effectiveness in achieving intended outcomes. There is a danger, however, that such evaluations will ignore valuable but unintended and serendipitous outcomes of such programmes. This paper investigates an example of such an outcome, the development of a critical perspective towards media constructions of ‘otherness’. In 2002 a group of Australian teacher education students undertook an intensive in‐country Indonesian language programme. The course included mornings of formal immersion language classes and afternoons of cultural experiences with local students. Throughout and following the programme the students were interviewed and wrote about their changing perceptions of Indonesia and the implications of the experience for their professional development. Soon after their return Indonesian–Australian relations were challenged by the terrorist attack in the tourist heart of Bali. Two hundred and two people, including many Australian tourists, were killed in the bomb blast. In some cases the students were personally acquainted with Australian victims. As part of their reflection upon their in‐country experience the students were asked to comment upon whether, and in what ways, the Bali bombings might have affected their perceptions of Indonesia. The students were highly critical of the ethnocentric and stereotyped way in which the Australian media depicted Indonesians in their reporting of the bombing. These students were concerned with the effect that such media constructions might have upon Australian attitudes towards Indonesia and were prepared to challenge such media constructions in the classroom.  相似文献   

Rethinking the natural capital metaphor: implications for education and learning     

Stephen Gough 《Environmental Education Research》2005,11(1):95-114

One way in which the concept of sustainable development has been understood is through the metaphor of natural capital. This sees that the natural world has performing functions similar to those of economic capital. This metaphor is usually developed by applying to Nature standard economic techniques for capital valuation. However, where valuation of economic capital is complex, additional techniques are often used. One such technique is ‘real options’ analysis. Applying this technique to the concept of natural capital tends to lead to its revaluation, and has particular implications for the role of learning. Learning opportunities arising from the real options metaphor are explored through a number of examples.  相似文献   

Shaking the Tree, Making a Rhizome: Towards a nomadic geophilosophy of science education     

Noel  Gough 《Educational Philosophy and Theory》2006,38(5):625-645

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Measuring styles of learning and motivation     

Noel Entwistle  Béla Kozéki  Alistair Pollitt 《European Journal of Psychology of Education - EJPE》1987,2(2):183-203

The theoretical basis, the development and the use of an inventory designed to measure styles of learning and motivation are described. On the basis of previous research, items within the inventory were located on 20 sub-scales. The ten motivation sub-scales were derived from a theory of school motivation which was based on extensive interview and inventory work carried out in Hungary with children, their parents and teachers. The ten scales describing styles of learning were derived from concepts describing learning approaches and styles which emerged from interviews and experimental research with students in British and Swedish higher education. Versions were prepared in both English and Hungarian and given to samples of 614 British and 579 Hungarian pupils aged between 13 and 17 years. A remarkably similar factor structure was obtained in each sample. An analysis of mean scores indicated distinctive differences both between boys and girls, and between British and Hungarian pupils. Cluster analysis was used to investigate the possible existence of styles which combined both approaches to learning and aspects of school motivation. The potentiality of the inventory for use in conjunction with study skills courses is discussed.  相似文献   

Curriculum Development and Sustainable Development: practices, institutions and literacies   总被引：3，自引：0，他引：3  

Stephen  Gough William  Scott 《Educational Philosophy and Theory》2001,33(2):137-152

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Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1994,21(1):i-vi

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