African Americans in Urban Catholic Schools: Faith, Leadership and Persistence in Pursuit of Educational Opportunity     

Paul Green 《The Urban Review》2011,43(3):436-464

A review of research on US Catholic education reveals that race is not treated as an important area of analysis like class and gender. Black Catholics are rarely studied in education let alone mainstream writings. This article examines the social and educational history of blacks in the US Catholic Church and the dual reality of inclusion and exclusion within a Church and its schools. This paper focuses on the intersection of the Church and Black Catholic schools as enduring institutions of opportunity for Black families and their communities. This paper unearths the shared values, assumptions and beliefs about African American Catholics quest for literacy. The article uses Black Theology as a frame to explain how the intersections of culture, history and religion influence meaning and educational decision-making. African Americans pursued Catholic education for two reasons. First, they sought to be educated which both advanced their individual freedom but vastly improved their community’s economic, social, and political standing. Second, they inserted their own unique cultural and social experiences into Catholic schools which espoused service and academic excellence. Black Catholic schools well-defined values and academic excellence is still viewed by African Americans as places of hope and opportunity for students of color.  相似文献   

VO2 prediction and cardiorespiratory responses during underwater treadmill exercise     

Greene NP  Greene ES  Carbuhn AF  Green JS  Crouse SF 《Research quarterly for exercise and sport》2011,82(2):264-273

We compared cardiorespiratory responses to exercise on an underwater treadmill (UTM) and land treadmill (LTM) and derived an equation to estimate oxygen consumption (VO2) during UTM exercise. Fifty-five men and women completed one LTM and five UTM exercise sessions on separate days. The UTM sessions consisted of chest-deep immersion, with 0, 25, 50, 75, and 100% water-jet resistance. All session treadmill velocities increased every 3 min from 53.6 to 187.8 m x min(-1). Cardiorespiratory responses were similar between LTM and UTM when jet resistance for UTM was 50%. Using multiple regression analysis, weight-relative VO2 could be estimated as: VO2 (mLO2 c kg(-1) x min(-1)) = 0.19248 x height (cm) + 0.17422 x jet resistance (% max) + 0.14092 x velocity (m x min(-1)) -0.12794 x weight (kg)-27.82849, R2 = .82. Our data indicate that similar LTM and UTM cardiorespiratory responses are achievable, and we provide a reasonable estimate of UTM VO2.  相似文献   

Healthy Birth Practice #3: Bring a Loved One,Friend, or Doula for Continuous Support     

Jeanne Green  Barbara A. Hotelling 《The Journal of perinatal education》2014,23(4):194-197

All women should be allowed and encouraged to bring a loved one, friend, or doula to their birth without financial or cultural barriers. Continuous labor support offers benefits to mothers and their babies with no known harm. This article is an updated evidence-based review of the “Lamaze International Care Practices that Promote Normal Birth, Care Practice #3: Continuous Labor Support,” published in The Journal of Perinatal Education, 16(3), 2007.  相似文献   

The Deweyan Growth Metaphor and the Problem of Sufficiency     

Joe L. Green 《Educational theory》1976,26(4):355-365

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Vocational education and race in the Chicago public schools: Three historical case studies and implications for current reform     

David L. Green 《The Urban Review》1992,24(1):39-54

Three vocational high schools provide illustrative and contrasting histories in terms of African-American education and economic opportunity. Washburne Trade School reinforced trade union exclusion of African-Americans, and since integration in the 1960s has been abandoned by most of the powerful unions. Dunbar Vocational High School directed African-Americans into the lower-paying trades, but has lost the economic base that the ghetto once provided. Chicago Vocational School prepared the white working class for industrial jobs, but integration and re-segregation has coincidentally seen the erosion of Chicago's manufacturing base. These schools are compared in the economic, political, and cultural contexts of past and present. It is proposed that an integrated strategy for the reform of vocational education is necessary for these schools to adapt to economic change in the present and future.  相似文献   

Comparability of Scores From Performance Assessments     

Bert F. Green 《Educational Measurement》1995,14(4):13-15

Why is comparability of forms important for performance assessments? Can traditional methods of form equating be used? What problems are likely to arise in equating? Can standards generalize across forms?  相似文献   

Automatic detection of collisions in elite level rugby union using a wearable sensing device     

Daniel Kelly  Garrett F. Coughlan  Brian S. Green  Brian Caulfield 《Sports Engineering》2012,15(2):81-92

Elite rugby union teams currently employ the latest technology to monitor and evaluate the physical demands of training and games on their players. Tackling has been shown to be the most common cause of injury in rugby union, yet current player monitoring technology does not effectively evaluate player tackling measurements. Currently, to evaluate measurements specific to player tackles, a time-consuming manual analysis of player sensor data and video footage is required. The purpose of this work is to investigate tackle modeling techniques which can be utilised to automatically detect player tackles and collisions using sensing technology already being used by elite international and club level rugby union teams. This paper discusses issues relevant to automatic tackle analysis, describes a technique to detect tackles using sensing data and validates the technique by comparing automatically detected collisions to manually labeled collisions using data from elite club and international level players. The results of the validation show that the system is able to consistently identify collisions with very few false positives and false negatives, achieving a recall and precision rating of 0.933 and 0.958, respectively. The aim is that the automatically detected tackles can provide coaching, medical and strength and conditioning staff with objective tackle-specific measurements, in real time, which can be used in injury prevention and rehabilitation strategies.  相似文献   

New academics’ perceptions of the language of teaching and learning: identifying and overcoming linguistic barriers     

David A. Green 《International Journal for Academic Development》2013,18(1):33-45

Seventy‐seven new academics – 59 at a large, public university in the UK and 18 at a medium‐sized, private comprehensive university in the USA – were asked to read an extract of an article on the scholarship of teaching and learning (SoTL) and mark the text according to categories of difficulty or dislike. Analysis of the data revealed six main linguistic barriers in the text: specialist vocabulary, passive constructions, pronouns, figurative language, derivations and poor editorial standards. These barriers were similar at both institutions, suggesting they apply across different contexts. Contrary to expectations, no conclusive disciplinary‐based distinctions were detected. Implications for both readers and writers are explored and proposals are made for developing a literary style in SoTL literature that is simultaneously accessible and credible.

Soixante‐dix‐sept nouveaux enseignants – cinquante‐neuf provenant d’une université publique britannique de grande taille et dix‐huit provenant d’une université privée américaine de taille moyenne – ont lu l’extrait d’un article portant sur le scholarship of teaching and learning (SoTL) et ont identifié les parties qu’ils jugeaient difficiles ou qu’ils n’appréciaient pas. Une analyse des données révèle la présence de six barrières linguistiques principales dans le texte: le vocabulaire spécialisé, les constructions passives, les pronoms, le langage figuratif, les dérivations et des standards de rédaction de piètre qualité. Ces barrières étaient similaires dans le cas des deux institutions, ce qui suggère qu’elles sont applicables dans des contextes différents. Contrairement aux attentes, aucune distinction reposant sur les disciplines permettant de tirer des conclusions n’a pu être détectée. Les implications pour les lecteurs et les rédacteurs sont explorées et des propositions visant à développer un style littéraire pour la documentation portant sur le SoTL qui soit à la fois accessible et crédible sont formulées.  相似文献   

Inclusion in Malaysian integrated preschools     

Sailajah Sukumaran  Vanessa A. Green 《International Journal of Inclusive Education》2013,17(8):821-844

Inclusive education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of inclusive education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated preschools asking them about the level and nature of inclusion taking place in their preschools and their perceptions and beliefs about inclusion. There was little evidence of practices of inclusion taking place. Both regular and special educators agreed that SEN should be educated alongside their peers in a school but were unlikely to agree that the SEN students should be in the same classroom. Factors identified as influencing inclusion included school culture, skills and competency, guidance and information, workload and students' disabilities. More guidelines and support are required for successful inclusion in Malaysian integrated preschools.  相似文献   

Teacher views on the effects of the change from coursework to controlled assessment in GCSEs     

Victoria Crisp  Sylvia Green 《Educational Research and Evaluation》2013,19(8):680-699

When General Certificates of Secondary Education (GCSEs) were introduced in the late 1980s, coursework was included as a requirement in many subjects. Coursework was intended to help best represent students' attainments, but concerns about various issues (e.g., tasks becoming formulaic, authenticity of student work, workload) led to a review and ultimately to its replacement with “controlled assessments”. This research investigated the effects of this change. A questionnaire was completed by 346 teachers across 6 subjects. Most teachers felt the risks of plagiarism are similar or have reduced. Two thirds of teachers reported that the introduction of controlled assessment has affected the way they teach, and around 60% feel it has affected the nature of the knowledge and skills learnt by students. There are reportedly practical challenges relating to timetabling, student absence, and increased administration. However, over 70% of teachers consider it “important” or “very important” to have some form of internal assessment in their subject.  相似文献