A comparison of methods to determine maximal accumulated oxygen deficit in running     

Bosquet L  Duchene A  Delhors PR  Dupont G  Carter H 《Journal of sports sciences》2008,26(6):663-670

The aim of this study was to compare maximal accumulated oxygen deficit (hereafter O2 deficit) estimated from the methods of Whipp et al. (1986), Medbo et al. (1988), and Hill et al. (1998) to determine whether they agree sufficiently to be used interchangeably. Nineteen moderately to highly trained endurance runners first performed an incremental test to exhaustion for the determination of maximal oxygen uptake ([Vdot]O(2max)) and peak treadmill speed, followed by six randomly ordered constant-speed tests at 95, 100, 105, 110, 110, and 120% of peak treadmill speed. All tests were separated by at least 72 h and were performed within 4 weeks. The method of Whipp produced an O(2) deficit estimate that was lower than that derived from the method of Hill or Medbo (bias +/- 95% limits of agreement: -29.6 +/- 36.6 and -26.1 +/- 32.8 ml . kg(-1), respectively; P < 0.001). The O2 deficit did not differ between the methods of Hill and Medbo (bias +/- 95% limits of agreement: 3.5 +/- 41.6 ml . kg(-1); n.s.). However, poor correlations (0.21 < r < 0.33; n.s.) together with wide limits of agreement between O2 deficit estimates (70 - 80% of the mean response) clearly question using these methods interchangeably.  相似文献   

Exposing the Implicit: AD for Aerial Action,Identity, and Storytelling     

Katrina Carter 《Teaching Artist Journal》2018,16(3-4):106-113

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The assessment has become the curriculum: Teachers’ views on the Phonics Screening Check in England     

Jane Carter 《British Educational Research Journal》2020,46(3):593-609

The Phonics Screening Check (PSC) was introduced in England in 2012 for Year 1 children (aged 5 and 6). There have been criticisms of the check in relation to its reliability and appropriateness as an assessment for early reading, although advocates of the check see it as a valuable tool in securing progress in early reading. This mixed methods study sought to evaluate the intended and possible unintended consequences of the PSC, foregrounding the voices of children and their teachers. This article reports on findings from the teachers’ data. The study focused initially on questionnaire data from 14 schools (59 teachers) selected for their diversity in relation to attainment data (PSC and reading) and socio-economic status. Focus groups in seven of the schools (25 teachers) enabled a more in-depth exploration of teachers’ views and practices in relation to the PSC. The study identified the ‘negative backwash’ of assessment. The PSC was seen as an end in itself, rather than a way of securing progress in one of the skills of reading. It found that, the assessment had become the curriculum, to the detriment of specific groups of learners (higher-attaining readers and children with English as an Additional Language). Teachers were found to use the assessment processes of the PSC as objectives for teaching rather than using them as the tools of assessment.  相似文献   

Effects of graphing conventions and response options on interpretation of small n graphs     

Mark Carter 《教育心理学》2009,29(6):643-658

The present study examined the effects of manipulation of two graphing conventions on judgements of time‐series data by novice raters. These conventions involved the presence of phase change lines between baseline and intervention data and whether data points across phase changes were connected. The 1990 study of Matyas and Greenwood was also partially replicated and participant error rates were examined when responses were on a non‐binary scale (no effect, uncertain, clear effect) in contrast to the binary scale used in the original study. Thirty postgraduate special education students rated intervention effects on 36 graphs. There was no substantive evidence that graphing conventions affected judgements. Type I errors, defined as a response of ‘clear effect’ when no intervention effect was present, were very low (0–7%) and Type II errors were correspondingly high (0–100%), particularly with low intervention effects and high random error. Thus, judges were very conservative when using a non‐binary response scale, in contrast with the results of Matyas and Greenwood. Several directions for further research are proposed.  相似文献   

Tools to support expository video capture and access     

Scott Carter  Matthew Cooper  John Adcock  Stacy Branham 《Education and Information Technologies》2014,19(3):637-654

Video tends to be imbalanced as a medium. Typically, content creators invest enormous effort creating work that is then watched passively. However, learning tasks require that users not only consume video but also engage, interact with, and repurpose content. Furthermore, to promote learning across domains where content creators are not necessarily videographers, it is important that capture tools facilitate creation of interactive content. In this paper, we describe some early experiments toward this goal. Specifically, we describe a needfinding study involving interviews with amateur video creators as well as our experience with an early prototype to support expository capture and access. Our findings led to a system redesign that can incorporate a broad set of video-creation and interaction styles.  相似文献   

Pop Cultural Literacy: Students and Teachers Empowering Each Other     

John Marshall Carter 《Clearing house (Menasha, Wis.)》2013,86(5):319-321

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The Future of Journalism Practice     

Cynthia Carter  Stephen Cushion  Iñaki Garcia-Blanco 《Journalism Practice》2018,12(8):935-938

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Spaces for Change: Gender and Technology Access in Collaborative Software Design     

Ching  Cynthia Carter  Kafai  Yasmin B.  Marshall  Sue K. 《Journal of Science Education and Technology》2000,9(1):67-78

Equitable computer collaborations in mixed-gender teams have been a pressing issue for many years. While some have argued for creating single-gender teams or girls-only computer activities, our approach was different. The current study examines a three-month software design activity in which mixed teams of girls and boys (10–12 year olds) designed and implemented multimedia astronomy resources for younger students. In this context we assessed gender differences in students' levels of access to technology and how these participation patterns changed throughout the project duration. We found through our qualitative analyses that the configuration of social, physical and cognitive spaces in the project environment contributed to a positive change in girls' levels of access. We discuss the implications of these results in regard to issues surrounding the development and maintenance of gender equity in computer use and further research.  相似文献   

On the Path to Becoming “Highly Qualified”: New Teachers Talk about the Relevancy of Social Foundations     

Julie H. Carter 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):222-246

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The Social Studies Teacher as Writing Coach     

John MARSHALL Carter 《Clearing house (Menasha, Wis.)》2013,86(5):346-349

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