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Bo Shen Nate McCaughtry Jeffrey Martin Suzanna Dillion 《Research quarterly for exercise and sport》2013,84(4):498-506
While seductive details are enjoyable, they are unimportant content or activities intentionally inserted to make class fun and interesting. The purpose of this study was to examine the effect of seductive details on students' learning of net games in physical education. Participants were 240 middle school students. A videotaped lesson example named “outfox your opponent” was used as the stimulus, and a 2 x 3 (condition x grade) factorial analysis was designed. The results showed that seductive details directly interrupted students' recall of important learning content and transferring problem solving in learning net games. It is suggested that the function of seductive details on learning should be reconsidered when designing effective motivational strategies in physical education. 相似文献
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We present a project that used the Iowa Caucus, an American political tradition, to support English-language instruction in Belgium and Luxembourg. Educators acknowledge that the cultural dimension is critically important in the acquisition of foreign languages, yet questions remain about effective ways to incorporate it in the classroom. Begun as an attempt by two American educators to introduce European students to American culture, our activity went further, addressing core questions about how we interpret cultural identity. Just as grassroots democracy is able to shift control of political narratives to individual voters, we found that our student-centered role-play shifted control of cultural narrative to participating students. Thus, we argue that students were more than viewers: they felt ownership of a piece of Americana. Our engaging pedagogical tool can be of use to social studies and language teachers, both abroad and in America, who are too often caught between presenting politics and culture as “fossilized” and who struggle to create a living representation of culture in the classroom. Finally, we situate our findings in the context of larger educational trends, particularly critical pedagogy and foreign-language instruction theory, which we use to foreground a discussion about the challenges of describing and interpreting culture. 相似文献
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Learners of all ages face complex decisions about how to study effectively. Here we investigated three such decisions made
in concert—time allocation, ordering, and spacing. First, college students were presented with, and made judgments of learning
about, 16 word-synonym pairs. Then, when presented with all 16 pairs, they created their own study schedule by choosing when
and how long to study each item. The results indicated that (a) the most study time was allocated to difficult items, (b)
relatively easy items tended to be studied first, and (c) participants spaced their study at a rate significantly greater
than chance. The spacing data, which are of particular interest, differ from previous findings that have suggested that people,
including adults, believe massing is more effective than spacing. 相似文献
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Helen J. Augare Dominique M. Davíd-Chavez Frederick I. Groenke Melissa Little Plume-Weatherwax Lisa Lone Fight Gene Meier Helene Quiver-Gaddie Elvin Returns From Scout Bonnie Sachatello-Sawyer Nate St. Pierre Shelly Valdez Rachel Wippert 《Cultural Studies of Science Education》2017,12(2):227-253
Native Science Field Centers (NSFCs) were created to engage youth and adults in environmental science activities through the integration of traditional Native ways of knowing (understanding about the natural world based on centuries of observation including philosophy, worldview, cosmology, and belief systems of Indigenous peoples), Native languages, and Western science concepts. This paper focuses on the Blackfeet Native Science Field Center, the Lakota Native Science Field Center, and the Wind River Native Science Field Center. One of the long-term, overarching goals of these NSFCs was to stimulate the interest of Native American students in ways that encouraged them to pursue academic and career paths in science, technology, engineering, and mathematics (STEM) fields. A great deal can be learned from the experiences of the NSFCs in terms of effective educational strategies, as well as advantages and challenges in blending Native ways of knowing and Western scientific knowledge in an informal science education setting. Hopa Mountain—a Bozeman, Montana-based nonprofit—partnered with the Blackfeet Community College on the Blackfeet Reservation, Fremont County School District #21 on the Wind River Reservation, and Oglala Lakota College on the Pine Ridge Reservation to cooperatively establish the Native Science Field Centers. This paper presents a profile of each NSFC and highlights their program components and accomplishments. 相似文献
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Donetta Cothran Nate McCaughtry Roberta Faust Alex Garn Pamela Hodges Kulinna Jeffrey Martin 《Research quarterly for exercise and sport》2013,84(3):552-562
Mentoring can be a critical component of teachers' professional development and retention, yet logistical and fiscal challenges often limit the amount of contact a protégé can have with a mentor teacher. This investigation explored a school district initiative to address this need for more mentor interaction by supplementing traditional face-to-face mentoring with electronic mentoring. Thirty elementary physical education teachers participated in a year-long program that involved workshops, school visits, videotaped lessons, and electronic mentoring via chat rooms. Data were collected from chat room postings and analyzed for frequency of response and quality. In addition, a series of interviews were analyzed via constant comparison process to further understand teachers' perceptions of electronic mentoring. In general, teacher postings were minimal in frequency and quality. The limited use of the chat rooms was likely linked to the teachers' perceptions of electronic mentoring, which included several concerns with the technical and human dimensions of the process. 相似文献
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eResource access problems challenge electronic resources librarians and frustrate users. Challenges of using library systems can include information overload, links that do not work properly, incorrect metadata, and questionable relevance to search results. Nate Hosburgh, Electronic Resources Librarian at Montana State University, gave a presentation titled “A User-Centered Approach to Addressing Issues of Discoverability and Access” at the Mississippi State University Libraries’ eResource & Emerging Technologies Summit held in the Mitchell Memorial Library on August 2, 2013. Hosburgh spoke of lessons he and his team learned about troubleshooting eResources and his team’s approach to issues of discoverability and access. 相似文献
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Martin JJ McCaughtry N Flory S Murphy A Wisdom K 《Research quarterly for exercise and sport》2011,82(2):247-255
Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using multiple regression analyses we accounted for 12% of the variance in PA and 13-21% of the variance in fitness. The best predictors of PA were barrier self-efficacy, classmate social support, and gender; whereas, only gender predicted fitness. The results affirmed the importance of barrier self-efficacy and gender differences. Our findings regarding classmate social support are some of the first to illuminate the importance of school-specific peers in promoting PA. 相似文献
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Nate McCaughtry Suzanna Rocco Dillon Elizabeth Jones Sara Smigell 《Quest (Human Kinetics)》2013,65(4):426-443
American schools, especially their physical education and sport programs, provide some of the most hostile social geographies in all of society for gay youth. With the aim of transforming schools toward more democratic and sexuality sensitive institutions, this paper reviews the literature on sexuality and education. In the review, three themes, critical for educators pursuing sexuality sensitive change in schools, are presented. These themes include the following: cultural experiences of gay and lesbian youth in the home, community, and school; consequences of sexuality-based victimization; and the role that physical education teachers and sport coaches can play in fostering sexuality sensitive schooling. 相似文献
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