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21.
Bezodis NE Salo AI Trewartha G 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(4):258-269
Sprint start performance has previously been quantified using several different measures. This study aimed to identify whether different measures could influence the performance-based ranking within a group of 12 sprinters, and if so, to identify the most appropriate measure. None of the 10 performance measures ranked all sprinters in the same order; Spearman's rho correlations between different block phase measures ranged from 0.50 to 0.94, and between block phase measures and those obtained beyond block exit from 0.66 to 0.85. Based on the consideration of what each measure quantifies, normalised average horizontal external power was identified as the most appropriate, incorporating both block velocity and the time spent producing this velocity. The accuracy with which these data could be obtained in an externally valid field setting was assessed against force platform criterion data. For an athlete producing 678 +/- 40 W of block power, a carefully set-up manual high-speed video analysis protocol produced systematic and random errors of +5 Wand +/- 24 W, respectively. Since the choice of performance measure could affect the conclusions drawn from a technique analysis, for example the success of an intervention, it is proposed that external power is used to quantify start performance. 相似文献
22.
Models and Modelling in Physics Education: A Critical Re-analysis of Philosophical Underpinnings and Suggestions for Revisions 总被引：1，自引：0，他引：1
Ismo Tapio Koponen 《Science & Education》2007,16(7-8):751-773
The model-based view (MBV) of science education, which strives for authenticity in science teaching, is currently seeking
support from the philosophical positions related to the Semantic View of Theories (SVT). These recent advances are promising
steps towards establishing a robust philosophical framework, but they need revision in so far as they are meant to apply to
physics and physics education. It is suggested here that in physics education, attention needs to be guided to the notion
of the empirical reliability of models and modelling, and to the methodological question of how empirical reliability is established in the process of making a match between theory and experiment. The suggested picture – intended for the purposes of physics teacher education – replaces the current more limited philosophical
frameworks used in science education with one of a wider scope. Moreover, the revised philosophical background gives a more
authentic picture of physics as science, and the modelling activity within it, than the other current stances in the science
education. 相似文献
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24.
Jason T. Downer Michael L. LópezKevin J. Grimm Aki HamagamiRobert C. Pianta Carollee Howes 《Early childhood research quarterly》2012,27(1):21
With the rising number of Latino and dual language learner (DLL) children attending pre-k and the importance of assessing the quality of their experiences in those settings, this study examined the extent to which a commonly used assessment of teacher-child interactions, the Classroom Assessment Scoring System (CLASS), demonstrated similar psychometric properties in classrooms serving ethnically and linguistically diverse children as it does in other classrooms. Specifically, this study investigated: (1) whether CLASS observations of teacher-child interactions are organized in three domains across classrooms with varying ethnic and language compositions (measurement invariance) and (2) the extent to which CLASS-assessed teacher-child interactions (emotional support, classroom organization, and instructional support) predict children's social, math, and literacy outcomes equally well for Latino and DLL children (predictive validity). CLASS observations of teacher-child interactions were conducted in 721 state-funded pre-k classrooms across 11 states. Direct assessments and teacher ratings of social, math, and literacy outcomes were collected for four randomly selected children in each classroom. CLASS observations factored similarly across pre-k classrooms with different Latino and DLL compositions and predicted improvements in school readiness regardless of a child's Latino or DLL status. Results suggest CLASS functions equally well as an assessment of the quality of teacher-child interactions in pre-k settings regardless of the proportion of Latino children and/or the language diversity of the children in that setting. 相似文献
25.
Neil Edward Bezodis Grant Trewartha Aki Ilkka Tapio Salo 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):232-245
This study determined the effects of simulated technique manipulations on early acceleration performance. A planar seven-segment angle-driven model was developed and quantitatively evaluated based on the agreement of its output to empirical data from an international-level male sprinter (100 m personal best = 10.28 s). The model was then applied to independently assess the effects of manipulating touchdown distance (horizontal distance between the foot and centre of mass) and range of ankle joint dorsiflexion during early stance on horizontal external power production during stance. The model matched the empirical data with a mean difference of 5.2%. When the foot was placed progressively further forward at touchdown, horizontal power production continually reduced. When the foot was placed further back, power production initially increased (a peak increase of 0.7% occurred at 0.02 m further back) but decreased as the foot continued to touchdown further back. When the range of dorsiflexion during early stance was reduced, exponential increases in performance were observed. Increasing negative touchdown distance directs the ground reaction force more horizontally; however, a limit to the associated performance benefit exists. Reducing dorsiflexion, which required achievable increases in the peak ankle plantar flexor moment, appears potentially beneficial for improving early acceleration performance. 相似文献
26.
Ilkka Kauppinen 《Globalisation, Societies & Education》2013,11(1):1-22
This article is based on the idea that if we are witnessing an on-going shift towards the transnational phase of capitalism, this objective structural change should also be taken into account in higher education studies. In this sense, this article reflects the increased scholarly attention into the relationship between globalisation and higher education since the 1990s. The main purpose of this article is to contribute to these discussions by developing dialogue between global capitalism theories and the theory of academic capitalism. In order to achieve this, William Robinson's concept of the transnational capitalist class (TCC) will be amended to include also the informational fraction. Furthermore, the causal history of TRIPS (Agreement on Trade-Related Aspects of Intellectual Property Rights) will be used as an illustrative example of how transnational corporations have stimulated the emergence of academic capitalism at transnational level. First, I will discuss the theory of academic capitalism. Second, I will introduce and amend the concept of the TCC. Third, I will present my conclusions. 相似文献
27.
A video abstract of this article can be viewed at http://www.youtube.com/watch?v=3FvyP1egxw0&feature=player_embedded 相似文献
28.
Aki Murata 《学习科学杂志》2013,22(2):312-335
This article presents an instructional model (inclusively responsive instruction) that takes advantage of student diversity in order to differentiate student learning while maintaining high expectations. In the history of U.S. education, diversity and academic rigor were often considered at odds, and educators tried to emphasize one at the expense of the other. This article uses a detailed set of examples from Japanese mathematics education to illustrate how diverse ideas, as important resources, can drive classroom instruction. Teaching and learning supports are described that are essential to helping all teachers balance group and individual learning in classrooms. Current U.S. instructional approaches and the model of inclusively responsive instruction are compared in terms of balancing diversity and academic expectations. 相似文献
29.
Henriikka Vartiainen Hanna Vuojärvi Kaija Saramäki Miikka Eriksson Ilkka Ratinen Piritta Torssonen Petteri Vanninen Sinikka Pöllänen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1304-1320
This study investigated an international, inter-university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross-boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students (N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross-boundary collaboration in the pursuit of real-life problems presented by companies or non-governmental organisations. Drawing on data from 11 in-depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross-boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education. 相似文献
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The aim of this study is to explore what aspects the principals and the members of the management teams in the primary and upper secondary education schools in Vantaa support distributed leadership in their school and how necessary they see that distributed leadership is extended to the students in matters concerning the curriculum and the development of teaching practices. The research method was a survey based on a questionnaire of 48 questions, where the respondents evaluated the preconditions of distributed leadership in their school. The principals and members of the management teams in the primary and upper secondary schools in Vantaa see distributed leadership mostly as delegation of predetermined tasks than the interaction among leaders, followers and situations. The results strengthen the view of distributed leadership as a phenomenon which in its primitive form can be seen in the official structures of the school and as delegation based on a formal position in the more advanced view distributed leadership can be seen as interaction among the management team and in the situations in the official and unofficial structures of the school. 相似文献