Competencies and interest in a problem-focused undergraduate research methods criminal justice course: Two assessments     

Ralph B. Taylor  Todd Anderson  Patrick McConnell 《Journal of Criminal Justice Education》2013,24(1):133-148

This study reports on two efforts, in a problem-centered undergraduate criminal justice research methods course, to gauge students' skills in understanding graphical data display and quasi-experimental designs. The problems addressed were drunk driving and handguns. Results show a moderate level of skill by students at course conclusion, but the weak quasi-experimental design precludes confirming the skills were acquired because of the course itself. Students did, however, report increased interest in the two problems because of course coverage. The approach described here may help bridge the gap between skill vs. content vs. process centered views on criminal justice as a liberal arts major.  相似文献   

Undergraduate Academic Major & Minority Student Persistence     

Evangeline McConnell McJamerson 《Equity & Excellence in Education》2013,46(2-4):35-48

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SELECTED ASPECTS OF PUBLIC SCHOOL PROGRAMS FOR THREE AND FOUR YEAR‐OLDS IN ALABAMA,GEORGIA, MISSISSIPPI,AND TENNESSEE     

Elizabeth Engley  Judith Lynne McConnell 《Journal of Early Childhood Teacher Education》2013,34(2):125-129

Abstract

The perceptions of 28 preservice early childhood teachers about the social and cognitive competence of 68 preschool children were examined. Hierarchical regression analyses revealed gender, age, and family socioeconomic sta?us biases in preservice teachers’ perceptions of children's social and cognitive competence. Qualitative data from focus group discussions with preservice teachers also supported these findings. In addition, children's actual social and cognitive competence, while not the most significant, also uniquely and significantly contributed to preservice teachers’ perceptions of children's social and cognitive competence. This may indicate that preservice teachers are likely struggling with their biases as they involve themselves in their teacher preparation experiences, focused on developing more accurate views of children's social and cognitive competence. Both race/ethnicity and temperament contributions were not found, possibility due to the limited sample used.  相似文献   

Changes in respiratory muscle and lung function following marathon running in man     

Emma Ross  Natalie Middleton  Rob Shave  Keith George  Alison McConnell 《Journal of sports sciences》2013,31(12):1295-1301

Abstract

Respiratory muscle fatigue has been reported following short bouts of high-intensity exercise, and prolonged, moderate-intensity exercise, as evidenced by decrements in inspiratory and expiratory mouth pressures. However, links to functionally relevant outcomes such as breathing effort have been lacking. The present study examined dyspnoea and leg fatigue during a treadmill marathon in nine experienced runners. Maximal inspiratory and expiratory pressure, peak inspiratory and expiratory flow, forced vital capacity, and forced expiratory volume in one second were assessed before, immediately after, and four and 24 hours after a marathon. During the run, leg effort was rated higher than respiratory effort from 18 through 42 km (P < 0.05). Immediately after the marathon, there were significant decreases in maximal inspiratory pressure and peak inspiratory flow (from 118 ± 20 cm H₂O and 6.3 ± 1.4 litres · s^?1 to 100 ± 22 cm H₂O and 4.9 ± 1.5 litres · s^?1 respectively; P < 0.01), while expiratory function remained unchanged. Leg maximum voluntary contraction force was significantly lower post-marathon. Breathing effort correlated significantly with leg fatigue (r = 0.69), but not inspiratory muscle fatigue. Our results confirm that prolonged moderate-intensity exercise induces inspiratory muscle fatigue. Furthermore, they suggest that the relative intensity of inspiratory muscle work during exercise makes some contribution to leg fatigue.  相似文献   

Reviews     

Jason Owen-Smith  John Gascoigne  Alan Chalmers  Audra J. Wolfe  Ivan Crozier  Jan Crosthwaite  Jonathan Simon  Peter Anstey  William Clower  Mark Parascandola  Robert L. Campbell  Charlotte Bigg  R. J. Hankinson  Nicolas Rasmussen  Christer Nordlund  Nessy Allen  Craig Sean McConnell  David Oldroyd  Edward Wisniewski  Jessie Saul  Stephanie H. Kenen  Ina Roy  Bradley Monton  Dianah Leigh Jackson 《Metascience》2001,10(2):232-319

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Effect of graded competition on student opportunities for participation and success rates during a season of Sport Education   总被引：1，自引：0，他引：1  

Peter A. Hastie  Jeffrey K. Ward  Sheri J. Brock 《Physical Education & Sport Pedagogy》2017,22(3):316-327

Background: A guiding principle of Sport Education is that all students get equal opportunity to play, which is expedited through the use of small-sided contests. One element included within the philosophy of Sport Education is that of ‘graded competition.’ In graded competition, leagues are arranged that match students of similar skill level against one another, and in some cases, even the game forms are different across the competition levels. To date, there are no studies that have examined the utility of graded competition as promoting either student engagement or learning. Purpose: The purpose of this study was to test the hypothesis that using graded competition would increase opportunities for game involvement and success rates of both higher and lower skill level students. Participants and setting: The participants in this study were 106 fourth-grade students (51 boys and 55 girls, aged 10–11) from two physical education classes within an elementary school in the southeastern United States. The content was an 18-lesson season of mini-handball taught following the principles of Sport Education. While the overall season format for both classes was the same, the composition of teams varied between the two. In the first class, all teams were heterogeneous with a mix of higher and lower skilled players. These students were able to divide into their sub-teams in any combination they wished. In the second class, two homogeneous leagues were formed; one consisting of teams with all higher skilled students and the other with teams of all lower skilled students. There was no inter-league play. Rather, there were two parallel competitions and two championships. Methods: Digital video records were made of 76 games played during the seasons. Each time a player (a) made contact with the ball (a pass, catch, or interception), (b) was the target of a pass but did not receive it (overthrow or interception), or (c) was involved with a shot on goal (as shooter or goalkeeper), that activity was recorded. A 2 (skill: high/low)?×?2 (sex)?×?3 (grouping: all low/all high/mixed) full factorial mixed analysis of variance was conducted on the following dependent variables: (a) percent success, (b) ball engagement rate, and (c) efficiency, with the game being the unit of analysis. Findings: The key finding from this study was that in terms of success rates, engagement rates and playing efficiency, lower skilled students seemed to be at a disadvantage when they participated alongside higher skilled classmates. While less severe, there were also decrements in higher skilled student success rates and efficiency in these mixed-skill conditions. By consequence, while higher skilled boys could thrive in either homogenous or mixed level competitions, many girls and all students with lower skill levels benefitted from playing against students of similar skill levels. Conclusions: The grouping of students in terms of skill level has implications for their in-game behaviors, for the extent to which they can develop improved game performance, and potentially for their motivation to persist during play.  相似文献   

Report of the committee on science and the arts     

Jacob Y. McConnell 《Journal of The Franklin Institute》1910,169(2):159-160

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A mediation meta-analysis of the role of maternal responsivity in the association between socioeconomic risk and children’s language     

Sahar Borairi  Pasco Fearon  Sheri Madigan  Andre Plamondon  Jennifer Jenkins 《Child development》2021,92(6):2177-2193

This meta-analysis tested maternal responsivity as a mediator of the association between socioeconomic risk and children's preschool language abilities. The search included studies up to 2017 and meta-analytic structural equation modeling, allowed us to examine the magnitude of the indirect effect across 17 studies (k = 19). The meta-analysis included 6433 predominantly White, English speaking children (M_age = 36 months; 50% female) from Western, industrialized countries. All paths in the model were statistically significant, notably, the indirect effect was significant (b = −.052), showing that maternal responsivity may be a proximal intervening variable between socioeconomic risk and children's language development. Moderator analyses found that the indirect effect was stronger for sensitive parenting than warmth and when parenting was assessed in the family home.  相似文献   

Teaching in the borderland: critical practices in foundations courses     

Sheri C. Hardee  Candace M. Thompson  Louise B. Jennings  Antonette Aragon  Edward J. Brantmeier 《Teaching Education》2013,24(2):215-234

Using first-person accounts of classroom experiences, five professors examine the intersection of social foundations and borderland theory and their efforts to move students through resistance to understanding and affirmation of sociocultural diversity. The authors present this paper in two parts, the first providing examples of using a borderland approach within the classroom and the second providing illustrations moving these borderland strategies beyond the classroom. In each case, authors show the interwoven nature of pedagogy, identity, knowledge, and experience as they work to connect theory and practice. All of the institutions represented have majority white populations, and many do not reflect the diversity of the communities in which they are situated. The need for borderland practices in social foundations courses is urgent in these areas. These pedagogical reflections, although not meant to be recipes for success, provide examples of practices that can serve to meet the growing demands from schools and communities for culturally competent, socially aware teacher–leaders, and reaffirm the critical importance of social foundations in teacher education.  相似文献   

Extinction with multiple excitors     

Bridget L. McConnell  Gonzalo Miguez  Ralph R. Miller 《Learning & behavior》2013,41(2):119-137

Four conditioned suppression experiments with rats, using an ABC renewal design, investigated the effects of compounding the target conditioned excitor with additional, nontarget conditioned excitors during extinction. Experiment 1 showed stronger extinction, as evidenced by less renewal, when the target excitor was extinguished in compound with a second excitor, relative to when it was extinguished with associatively neutral stimuli. Critically, this deepened extinction effect was attenuated (i.e., more renewal occurred) when a third excitor was added during extinction training. This novel demonstration contradicts the predictions of associative learning models based on total error reduction, but it is explicable in terms of a counteraction effect within the framework of the extended comparator hypothesis. The attenuated deepened extinction effect was replicated in Experiments 2a and 3, which also showed that pretraining consisting of weakening the association between the two additional excitors (Experiments 2a and 2b) or weakening the association between one of the additional excitors and the unconditioned stimulus (Experiment 3) attenuated the counteraction effect, thereby resulting in a decrease in responding to the target excitor. These results suggest that more than simple total error reduction determines responding after extinction.  相似文献