排序方式： 共有29条查询结果，搜索用时 31 毫秒
21.
Tessa Maroni Brian Dawson Kimberley Barnett Kym Guelfi Carly Brade Louise Naylor 《European Journal of Sport Science》2018,18(4):441-449
This study compared the effects of a hand cooling glove (～16°C water temperature; subatmospheric pressure of ?40 mmHg) and a cooling jacket (CJ) on post-exercise cooling rates (gastrointestinal core temperature, Tc; skin temperature, Tsk) and cognitive performance (the Stroop Colour–Word test). Twelve male athletes performed four trials (within subjects, counterbalanced design) involving cycling at a workload equivalent to 75% ?O2max in heat (35.7?±?0.2°C, 49.2?±?2.6% RH) until a Tc of 39°C or exhaustion occurred. A 30-min cooling period (in 22.3?±?0.3°C, 42.1?±?3.6% RH) followed, where participants adopted either one-hand cooling (1H), two-hand cooling (2H), wore a CJ or no cooling (NC). No significant differences were seen in Tc and Tsk cooling rates between trials; however, moderate effect sizes (d?=?0.50–0.76) suggested Tc cooling rates to be faster for 1H, 2H and CJ compared to NC after 5 min; 1H and CJ compared to NC after 10 min and for CJ to be faster than 2H at 25–30 min. Reaction times on the cognitive test were similar between all trials after the 30 min cooling/no-cooling period (p?>?.05). In conclusion, Tc cooling rates were faster with 1H and CJ during the first 10 min compared to NC, with minimal benefit associated with 2H cooling. Reaction time responses were not impacted by the use of the glove(s) or CJ. 相似文献
22.
Kym Fraser Rosie Greenfield Geri Pancini 《International Journal for Academic Development》2017,22(2):157-169
In this paper we argue that institutions need to support early career teachers to learn to teach in much the same way that students who are new to higher education are supported: through integrated and intentionally designed transition strategies. We take a published student transition typology and adapt it to identify ways of supporting early career teachers. We argue that strategies within each conception of our adapted typology are necessary to support a diverse cohort of higher education teachers, not only those who begin teaching each year, but those who are in their mid and later careers. 相似文献
23.
Teachers’ views on discipline in primary schools in metropolitan Adelaide, South Australia, were investigated using a survey instrument developed for the Elton Enquiry into school discipline in England and Wales. Results of the survey suggest that primary and junior primary teachers experience frequent but minor discipline problems in their classes and in the school yard, but that they cope with these problems reasonably well. Data are presented summarising and comparing primary and junior primary teachers’ most common discipline problems, which are the most difficult to handle, teachers’ perceptions of the seriousness of these problems, and their suggestions to improve their capacity to deal with these problems. Differences between public and teacher perceptions of discipline problems in government primary schools are exposed. The implications of several findings for teacher training and development are briefly discussed. 相似文献
24.
Rink J Jones L Kirby K Mitchell M Doutis P 《Research quarterly for exercise and sport》2007,78(3):204-215
A statewide program assessment was established to make positive change in physical education school programs in South Carolina. Reform efforts depend both on balancing accountability for change and teacher support for change (Odden &Anderson, 1986). The purpose of the study was to determine teacher perceptions of the South Carolina Physical Education Assessment Program and its effects across six related themes including: changes in teaching and learning, changes in curriculum and instruction, teacher awareness of the assessment program, teacher support for the program, work place conditions, and the advocacy role of the program. It was also the purpose of this study to determine if the survey responses were in any way related to teacher and school variables. The overall results of the study indicated positive change and support for the assessment program, supporting the viability of the standards, assessment, and accountability reform effort to positively impact physical education programs. 相似文献
25.
Kym Macfarlane 《International Journal of Inclusive Education》2013,17(6):609-629
This paper seeks to examine current policy reforms that situate education as a means of addressing social inclusion. Borrowing from the work of Popkewitz and Lindblad, the paper takes the form of a cross‐disciplinary literature review that informs understanding of the relationship between educational governance and social inclusion/exclusion in policy research in Australia. To do so, the author examines the assumptions, omissions and contradictions in policy direction via two problematics – the engagement problematic and the early intervention and prevention problematic – to emphasise how policy discourse produces ways of thinking about inclusion/exclusion. The author argues that discourses of engagement and intervention and prevention reinscribe each other, acting as a palimpsest which produces notions of the ‘proper’ family and ‘proper’ participation. These notions of propriety ironically exclude particular types of individuals and families by situating them outside of possibilities for ‘success’ in social and systemic participation. Therefore, the author seeks to examine the ‘systems of reason’ that enable these discursively produced notions of propriety to become normalised. 相似文献
26.
Kym Fraser Yoni Ryan Susan Bolt Peter Copeman Caroline Cottman Marie B. Fisher 《International Journal for Academic Development》2019,24(3):286-300
Australia has 42 universities. In 2015/16, 30 of 40 universities reviewed provided one or more days of teaching induction for their staff, while 10 did not. Twenty-six of the 30 teaching induction program directors were surveyed and 24 of those were interviewed to provide a snapshot of professional development for new teaching staff in Australian universities. The key findings of that research showed that almost two thirds of universities did not pay sessional staff to attend a teaching induction program; just over half the programs included peer observation of teaching; only one in five programs offered mentoring opportunities; three quarters of programs included assessment; and approximately a third of programs provided credit towards an award course. We conclude that all universities need to provide new teaching staff with a longer teaching induction program, which will support them to develop student-centred, scholarly behaviours and attitudes. 相似文献
27.
Rebecca Shankland Christophe Genolini Lionel Riou França Julien-Daniel Guelfi Serban Ionescu 《Higher Education》2010,59(3):353-366
The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative
schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students
from alternative schools adapt better, because of greater perceived social support, academic self-efficacy, and task-oriented
coping styles. Measures were taken during the last school year (baseline characteristics), and at the beginning of the first
and last terms of the first year in higher education. The quality of adjustment was assessed through academic results, and
physical and psychological well-being. The following instruments were used: the State-Trait Anxiety Inventory by Spielberger
(1983), the 13-items Depression Inventory by Beck et al. (1961), the Coping Inventory for Stressful Situations by Endler and Parker (1990), and semi-directed interviews. Results show that students from alternative schools adjust better to higher education: they
report less anxiety and depression symptoms, and show greater life satisfaction and academic achievement. 相似文献
28.
Increasing numbers of educational institutions are adopting an online approach to teaching and learning; however, little regard has been given to the prerequisite personal and technical qualities required for academic achievement and satisfaction within this environment. In recognition of this, researchers have been exploring the design, development and testing of diagnostic tools to assess student readiness for online learning. This study builds on previous work by the authors to further validate their diagnostic tool for assessing Tertiary students’ readiness for online learning (TSROL) which has four subscales: ‘Technical skills’, ‘Computer self‐efficacy’, ‘Learner preferences’ and ‘Attitudes towards computers’. Factor and reliability analyses revealed that Technical skills and Computer self‐efficacy possessed good reliability and validity, and ‘Attitudes towards computers’ fair reliability and validity. However, ‘Learner preferences’ required revision as it possessed poor reliability and validity. Analysing the demographic data revealed that older students had lower Technical Skills and computer self‐efficacy than younger students. The TSROL can be improved by adopting a more multidimensional interpretation of the Learning preferences and Attitudes towards computers subscales. 相似文献
29.