Technology education students: e-tutors for school children   总被引：1，自引：0，他引：1  

Genevieve Marie Johnson  Sharon E. Bratt 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):32-41

E-tutoring refers to individualised learning support mediated by Internet technology. While increased demand for tutors has led to a surge in commercial e-tutoring services, volunteer e-tutoring programs for children are rare. To test the viability of volunteer e-tutoring for elementary school students, 10 undergraduate students enrolled in a technology education (TE) course provided online with instructional support to children in need of tutoring services. Each e-tutor was assigned a specific child, developed a Web Course Tools course and corresponding online activities to improve teacher-identified skill deficiencies, and provided 8 weeks of e-tutoring. Three video conferences complemented online instructional interaction between e-tutor and e-tutee. Children, parents and TE students expressed positive evaluation of the initiative.  相似文献   

Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement     

Sharon Kukla-Acevedo 《Economics of Education Review》2009

Research fairly consistently demonstrates that teachers are an important measurable factor in student learning, yet few teacher characteristics are shown to be consistently related to student achievement. Using a state administrative dataset that matches individual students to their teachers over time, I find that math teachers’ undergraduate performance, as measured by GPA (overall, math, and math education) and course hours (math and math education), is predictive of 5th grade math achievement. The effects of the teacher characteristics are mediated by years of experience and vary according to student types.  相似文献   

Learners＇ and teachers＇ conceptions and dispositions of mathematics from a Middle Eastern perspective     

Fida Atallah  Sharon Lynne  Bryant Robin  Dada 《美中教育评论》2010,7(8):43-49,72

The paper discusses an on-going research project that studies students＇ and teachers＇ conceptions and dispositions of mathematics. Conceptions are the views that students hold on a subject, and what they believe is required in learning and doing the subject. Dispositions are the beliefs or tendencies to exhibit a frequent, conscious and voluntary behavior directed towards learning a subject. The participants are high school students, higher education students and mathematics teachers. The study utilizes self-reporting tools as well as focus groups and interviews in a three-stage research model. This is a work on progress. Results to date are briefly discussed.  相似文献   

Old Buildings for New Art: The Philadelphia Story     

Sharon Ann Holt 《Curator: The Museum Journal》2008,51(2):221-224

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The (re)production of (dis)advantage: class-based variations in parental aspirations,strategies and practices in relation to children’s primary education     

Sharon Wheeler 《Education 3-13》2018,46(7):755-769

The impact of family background on academic achievement, educational trajectories and life chances more generally has been a point of interest among academics for many years. The issue has been researched both quantitatively and qualitatively, with the two traditions generating quite different pictures of family-level ‘variables’ and processes related to child outcomes and boarder inequalities in education. This paper presents evidence of how parenting aspirations, strategies and practices vary according to social class gradients and work together in a holistic way to (re)produce social advantage and disadvantage during the primary school years.  相似文献   

Northeast Under/graduate Research Organization for Neuroscience (NEURON): Our 13th Conference for Neuroscience Trainees and Educators          下载免费PDF全文

Jay P. McLaughlin  Stacey Gomes  Angela Seliga  Sharon Ramos-Goyette  Amy Morrison  Christian G. Reich    Cheryl A. Frye 《CBE life sciences education》2009,8(2):111-113

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Sex Bias and the Validity of Believed Differences between Male and Female Interscholastic Athletic Coaches     

Cynthia A. Hasbrook  Barbara A. Hart  Sharon A. Mathes  Susan True 《Research quarterly for exercise and sport》2013,84(3):259-267

Abstract

Previous research indicates that young athletes as well as athletic administrators hold gender-role stereotypical beliefs about coaches that disfavor females. The validity of two such beliefs (lack of qualified female coaches and time constraints due to family responsibilities) was examined in a statewide survey of 256 female and 296 male interscholastic coaches and a nationwide survey of 2,719 male and 1,449 female interscholastic coaches. Statistical analyses (p < .001) indicated that female coaches were (a) more qualified than their male counterparts with respect to coaching experience with female teams, professional training, and professional experience; (b) as qualified as male coaches with regard to intercollegiate playing experience; and (c) less qualified than male coaches with respect to high school playing experience and coaching experience with male teams. Findings also indicated that male rather than female coaches more often experienced time constraints due to family responsibilities.  相似文献   

Aerobic Capacity in Black Adolescent Girls     

James M. Pivarnik PhD  Janet E. Fulton  Wendell C. Taylor  Sharon A. Snider 《Research quarterly for exercise and sport》2013,84(2):202-207

Abstract

Our purpose was to determine the aerobic capacities (VO₂max) of a group of black female adolescents (age = 11.4 ? 15.8 years) randomly chosen from a single urban school. Of 91 girls selected, 64 performed an incremental treadmill running test to volitional exhaustion and achieved VO₂max as determined from expired gas measures. Other measures included height (m), weight (kg), and calf and triceps skinfolds (for % fat estimates). Girls were also asked whether they had achieved menarche. VO₂max averaged 37.3 ± 6.2 ml·kg^?1 ·min^?1 and was significantly correlated (r[62]) with height (?.32, p < .01), body mass index (?.63, p < .001), and % fat (?.65, p < .001) but not with age (?.16, p > .10). Postmenarchal girls were significantly taller and older than premenarchal girls. Contrary to previous studies, the girls' VO₂max values were not related to biological age. Our subjects' aerobic capacity values averaged 14% less than those of nonblack U.S. female adolescents previously reported in the literature. This difference in VO₂max was primarily a function of body weight. Study implications support the possibility that overweight in adult black women may originate prior to or during early adolescence. Future longitudinal studies should be designed to investigate the effects of aerobic fitness on cardiovascular risk factor reduction in black adolescent girls.  相似文献   

Effect of Optimized and Standard Cycle Ergometry on VO2max in Trained Cyclists and Runners     

Jonathan C. Beasley  Sharon A. Plowman  Bo Fernhall 《Research quarterly for exercise and sport》2013,84(4):373-378

Abstract

This study contrasted prepractice modeling with either the perceptual component (perceptual modeling) or the motor component (movement pattern) of a coincident-timing task to determine whether experiencing the modalities singly or in combination enhanced timing performance on initiation of active practice. The motor component was a 60-cm right-to-left arm movement coincident with the illumination of lights on a Bassin timer runway to displace a barrier as the final runway light was illuminated. Four groups were compared (n = 12 per group). A perceptual modeling group passively viewed stimulus runway lights prior to attempting the task. A motoric modeling group viewed a videotape prior to practice of a model performing the motor component of the skill with zero timing error. A perceptual modeling plus motoric modeling group experienced both modeling modalities prior to performance. Finally, a no modeling group simply initiated practice on the task without modeling. Results indicated that the groups experiencing perceptual modeling initiated practice with significantly less average timing error and variability. Thus, perceptual modeling appeared to be at least as important as motoric modeling as a source of prepractice information to make available to a learner to optimize coincident-timing skill acquisition.  相似文献   

State Anxiety as a Function of Skill Level and Proximity to Competition     

Sharon Huddleston  Diane L. Gill 《Research quarterly for exercise and sport》2013,84(1):31-34

Abstract

The purpose of this study was to investigate differences between the oversized racquet and the standard-sized racquet in (1) a tennis shot accuracy test on four basic strokes (ground strokes, volley, return of serve, and serve), and (2) a measure of players' subjective evaluation of playability (control, accuracy, power, and feel). Research participants (n = 57) were undergraduate students separated into two skill levels, intermediate (n = 29) and beginners (n = 28). Data were analyzed using a two-factor ANOVA with repeated measures on one factor. Result from the skills tests indicated that both beginning and intermediate groups scores significantly higher when using the oversized racquet. The scores received when using the oversized racquet tended to reflect a general increase in all four components of the skill test, particularly the return of serve. Data indicated that the subjective evaluation of the playing characteristic of each racquet was influenced by the player's skill level. Beginning players favored the oversized racquet, yet intermediate players rated the two racquet types about equal. The investigation suggests that beginning and intermediate tennis players, educators, and tennis teaching professionals should consider using and encouraging the use of oversized racquets.  相似文献