The rating of perceived exertion predicts intermittent vertical jump demand and performance     

Pereira G  Correia R  Ugrinowitsch C  Nakamura F  Rodacki A  Fowler N  Kokubun E 《Journal of sports sciences》2011,29(9):927-932

The aims of this study were (a) to assess the ability of the rating of perceived exertion (RPE) to predict performance (i.e. number of vertical jumps performed to a fixed jump height) of an intermittent vertical jump exercise, and (b) to determine the ability of RPE to describe the physiological demand of such exercise. Eight healthy men performed intermittent vertical jumps with rest periods of 4, 5, and 6 s until fatigue. Heart rate and RPE were recorded every five jumps throughout the sessions. The number of vertical jumps performed was also recorded. Random coefficient growth curve analysis identified relationships between the number of vertical jumps and both RPE and heart rate for which there were similar slopes. In addition, there were no differences between individual slopes and the mean slope for either RPE or heart rate. Moreover, RPE and number of jumps were highly correlated throughout all sessions (r = 0.97-0.99; P < 0.001), as were RPE and heart rate (r = 0.93-0.97; P < 0.001). The findings suggest that RPE can both predict the performance of intermittent vertical jump exercise and describe the physiological demands of such exercise.  相似文献   

Decreasing the proportion of self-control trials during the acquisition period does not compromise the learning advantages in a self-controlled context     

Patterson JT  Carter M  Sanli E 《Research quarterly for exercise and sport》2011,82(4):624-633

The present experiment examined the learning effects of participants self-controlling their receipt of knowledge of results (KR) on all or half of their acquisition trials (50%). For participants who were provided 50% self-control, the first half of their acquisition period consisted of receiving KR on all trials, or according to a faded-KR schedule. Participants practiced a sequential timing task. The results showed that independent of practice condition, participants who self-controlled their KR during the acquisition period demonstrated superior performance compared to the respective yoked conditions in the retention and transfer portion of the experiment. These results extend previous research by suggesting that decreasing the proportion of self-control trials does not compromise learning in a self-controlled context.  相似文献   

English for Scientific Purposes (EScP): Technology,Trends, and Future Challenges for Science Education     

Gi-Zen Liu  Wan-Yu Chiu  Chih-Chung Lin  Neil E. Barrett 《Journal of Science Education and Technology》2014,23(6):827-839

To date, the concept of English for Specific Purposes has brought about a great impact on English language learning across various disciplines, including those in science education. Hence, this review paper aimed to address current English language learning in the science disciplines through the practice of computer-assisted language learning to identify the use of learning technologies in science-based literacy. In the literature review, the researchers found that science-based literacy instruction shares many pedagogical aims with English language teaching in terms of reading, writing, listening and speaking, allowing it to be classified as English for Scientific Purposes (EScP). To answer the research questions, the researchers conducted the survey by extracting related articles and teaching examples from the Web of Science. In the search procedure, the researchers used the keywords science OR scientific AND technolog* OR comput* in ten selected journals of social science citation index. Only articles which are specified as journal articles rather than other document types were included. After compiling the corpora, the researchers compared the trends, methodologies and results of EScP instruction in science education. The implications of this study include the opportunities, advantages and challenges for EScP instruction in science education to further develop better educational approaches, adopt new technologies, as well as offer some directions for researchers to conduct future studies.  相似文献   

Peer Play Interactions and Learning for Low-Income Preschool Children: The Moderating Role of Classroom Quality     

Rebecca J. Bulotsky-Shearer  Elizabeth R. Bell  Tracy M. Carter  Sandy L. R. Dietrich 《Early education and development》2014,25(6):815-840

Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed.  相似文献   

Truants on truancy – a badness or a valuable indicator of unmet special educational needs?     

Neil Southwell 《British Journal of Special Education》2006,33(2):91-97

Neil Southwell states that he was, himself, a persistent truant from school. He returned to education as a mature student via an access course and he now lectures in education studies at the University of Northampton. He is currently researching into truancy, its causes and its management and brings to his work an unusual but highly illuminating 'truantist perspective'.
In this article, Neil Southwell reviews the literature on truancy and reveals a complex and contradictory picture. Policy and practice to date have, however, tended to be united in locating responsibility for truancy with truants and their families. Drawing on his own experience and his research into the perspectives of truants, Neil Southwell makes a case for a radically different approach. He argues that truancy can be seen as a key indicator of unmet educational needs and that the issue of truancy will not be addressed effectively until policy makers, practitioners and researchers learn to listen to the voices of truants themselves.  相似文献   

Hip for Hockey,if Not Hooray     

Neil D. Isaacs 《Journal of American culture (Malden, Mass. : 2003)》1981,4(3):133-137

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Old wine in new bottles: An analysis of changes in social studies textbooks from old to new edition     

Arthur Woodward  Kathleen Carter Nagel 《Publishing Research Quarterly》1988,3(4):22-33

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The aggression incident: A perspective for understanding abuse     

Neil Frude 《Child abuse & neglect》1979,3(3-4)

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Introduction to child development: The growing child: Travers,John F. New York: John Wiley & Sons, 1977, viii + 531 Pp., $11.95     

Neil J. Salkind 《Contemporary educational psychology》1979,4(1):86-87

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The Franks Report: from the outside     

Charles F. Carter 《Higher Education Quarterly》1966,20(4):381-388

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