At-Risk High School Students Recovering Course Credits Online: What We Know and Need to Know     

Samantha L. Viano 《The American journal of distance education》2018,32(1):16-26

The majority of American high school students enrolling in online education are doing so in credit recovery courses. These are online courses specifically for students who previously failed a face-to-face version of the course. Despite the popularity of credit recovery courses, the literature on online learning largely ignores credit recovery courses and students. Assuming credit recovery students are similar to other online learners can be misleading. In this article, the existing literature on credit recovery is reviewed in 3 specific areas: the proliferation of credit recovery courses, the student experience in credit recovery courses, and outcomes and impacts of credit recovery. Suggestions are given for how to advance the credit recovery literature in future research of online learning.  相似文献   

Teacher Twitter Chats: Gender Differences in Participants' Contributions     

Stacey L. Kerr  Mardi J. Schmeichel 《Journal of Research on Technology in Education》2018,50(3):241-252

Gender differences in participation were examined across four Twitter chats for social studies teachers. Analyses drawing on mixed methods revealed that while there was parity across most kinds of tweets, participants identified as men were more likely to use the examined Twitter chats to share resources, give advice, boast, promote their own blog/resource/website, and offer critique to another participants' tweet. Participants identified as women were more likely to write tweets that included positive affirmations for other chat participants. These findings suggest that there are differences in the way that women and men tend to participate in teacher Twitter chat spaces.  相似文献   

Somatotype and size of elite female basketball players     

Carter JE  Ackland TR  Kerr DA  Stapff A 《Journal of sports sciences》2005,23(10):1057-1063

The aim of this study was to compare the somatotype and size of elite female basketball players in terms of playing position and team performance. Anthropometry and somatotype data were collected on 168 players from 14 countries before the Women's World Basketball Championship, Australia, 1994. There were 64 guards (mean +/- s: age 25.4 +/- 3.3 years, height 1.72 +/- 0.06 m, mass 66.1 +/- 6.2 kg, somatotype = 2.9-3.9-2.6), 57 forwards (age 25.2 +/- 3.8 years, height 1.81 +/- 0.06 m, mass 73.3 +/- 5.9 kg, somatotype = 2.8-3.5-3.2) and 47 centres (age 24.1 +/- 3.1 years, height 1.90 +/- 0.06 m, mass 82.6 +/- 8.2 kg, somatotype = 3.2-3.1-3.4). Mean somatotypes by position were significantly different (F = 7.73, P < 0.01). Guards had greater mesomorphy than centres and less ectomorphy than forwards and centres. When discriminant function analysis was applied to endomorphy, mesomorphy, ectomorphy, age, height and mass, only height, mass and ectomorphy entered (Wilks' lambda = 0.351, F = 31.40, P < 0.000), 70% of the variance was accounted for, and 72% of players were correctly classified. In the four top versus four bottom teams, guards were taller and more ectomorphic, forwards were taller, with lower mesomorphy and higher ectomorphy, and centres did not differ. Thus there are some differences in somatotypes by position and team placing, but the combination of height, mass and ectomorphy provide the best differentiation by position.  相似文献   

Equipment set-up among Olympic sprint and slalom kayak paddlers     

Ong KB  Ackland TR  Hume PA  Ridge B  Broad E  Kerr DA 《Sports biomechanics / International Society of Biomechanics in Sports》2005,4(1):47-58

The anthropometry and equipment set-up for sprint (31 male; 11 female) and slalom (12 male; 12 female) kayak paddlers who competed at the 2000 Olympic Games in Sydney were measured in the 15 day period before competition. This paper provides normative data for equipment set-up in these sports, as well as information about differences in rigging and paddle dimensions between sprint and slalom kayak paddlers. These differences were consistent for both male and female athletes, with sprint paddlers seated higher and using longer paddles with longer, though narrower, blades (p < 0.0001). Among male sprint paddlers, only minor differences in equipment set-up were found between competitors ranked in the top 10 places compared to the rest of the field. Considering all male paddlers initially, then sprint paddlers alone, significant (p < 0.01) regression equations were developed for the prediction of foot bar distance (r2 = 0.482 and 0.589 respectively) and hand grip distance (r2 = 0.400 and 0.541 respectively). The process of fine tuning equipment set-up often requires hours of practice with subjective feedback from the athlete. The normative data presented in this paper should assist coaches with this process as their athletes evolve toward their individual optimum set-up.  相似文献   

Oxygen uptake kinetics in children and adults after the onset of moderate-intensity exercise   总被引：1，自引：0，他引：1  

Fawkner SG  Armstrong N  Potter CR  Welsman JR 《Journal of sports sciences》2002,20(4):319-326

The literature suggests that the oxygen uptake (VO2) response to the onset of moderate-intensity exercise may be both mature from childhood and independent of sex. Yet the cardiorespiratory response to exercise and the metabolic profile of the muscle appear to change with growth and development and to differ between the sexes. The aim of this study was to investigate further changes in the VO2 kinetic response with age and sex. Participants completed a series of no less than four step change transitions, from unloaded pedalling to a constant work rate corresponding to 80% of their previously determined ventilatory threshold. Each participant's breath-by-breath responses were interpolated to 1 s intervals, time aligned and then averaged. A single exponential model that included a time delay was used to analyse the averaged response following phase 1 (15 s). Participants with parameter confidence intervals more than +/- 5 s were removed from the sample; the results for the remaining 13 men and 12 women (age 19-26 years), 12 boys and 11 girls (age 11-12 years) were used for statistical analysis. Children had a significantly shorter time constant than adults, both for males (19.0+/-2.0 and 27.9+/-8.6 s respectively; P<0.01) and females (21.0+/-5.5 and 26.0+/-4.5 s respectively; P<0.05). There were no significant differences in the time constant between the sexes for either adults or children (P>0.05). A significant relationship between the time constant and peak VO2 was found only in adult males (P<0.05). A shorter time constant in children may reflect an enhanced potential for oxidative metabolism.  相似文献   

ODLITE‐‐Open and Distance Learning in Teacher Education     

Samantha Hobbs 《欧洲师范教育杂志》1997,20(1):107-108

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French and soviet experiments in computer literacy: parallels and contrasts     

J. Nicholls Eastmond  Stephen T. Kerr 《Educational technology research and development : ETR & D》1989,37(4):81-91

The authors presented an earlier version of this paper at the AECT Annual Convention, Dallas, TX, February 4, 1989. J. Nicholls Eastmond is at Utah State University, Logan, UT 84322-2830 and Stephen T. Kerr, University of Washington, Seattle, Washington.  相似文献   

Drawing the line: an analysis of lay people's discussions about the new genetics     

Kerr A  Cunningham-Burley S  Amos A 《Public understanding of science (Bristol, England)》1998,7(2):113-133

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The effects of American Sign Language as an assessment accommodation for students who are deaf or hard of hearing     

Cawthon SW  Winton SM  Garberoglio CL  Gobble ME 《Journal of deaf studies and deaf education》2011,16(2):198-211

Students who are deaf or hard of hearing (SDHH) often need accommodations to participate in large-scale standardized assessments. One way to bridge the gap between the language of the test (English) and a student's linguistic background (often including American Sign Language [ASL]) is to present test items in ASL. The specific aim of this project was to measure the effects of an ASL accommodation on standardized test scores for SDHH in reading and mathematics. A total of 64 fifth- to eighth-grade (ages 10-15) SDHH from schools for the deaf in the United States participated in this study. There were no overall differences in the mean percent of items students scored correctly in the standard vs. ASL-accommodated conditions for reading or mathematics. We then conducted hierarchical linear regression analyses to analyze whether measures of exposure to ASL (home and classroom) and student proficiency in the subject area predicted student performance in ASL-accommodated assessments. The models explained up to half of the variance in the scores, with subject area proficiency (mathematics or reading) as the strongest predictor. ASL exposure was not significant with the exception of ASL classroom instruction as a predictor of mathematics scores.  相似文献   

Preservice teacher perceptions of preparedness for teaching: Insights from survey research exploring the links between teacher professional standards and agency     

Linda-Dianne Willis  Sadia Shaukat  Samantha Low-Choy 《British Educational Research Journal》2022,48(2):228-252

In this article we explore the use of teacher professional standards in an initial teacher education programme and preservice teacher perceptions of their preparedness for teaching using a survey of 54 first- and second-year preservice teachers in a graduate-entry programme. The survey asked the preservice teachers to respond to 16 questions based on professional standards as well as their knowledge of student learning, professional identity and teaching as a career path. The preservice teachers’ responses were analysed using a mixed methods approach that relied on quantitative methods, but was supplemented by qualitative analysis of short-answer responses. Our analyses hypothesised about possible links between the preservice teachers’ responses and the extent to which they perceived they were classroom and career ready. The themes of teachers, teaching and student learning are used to present and discuss the results, while the notion of agency as achievement is used to deepen possible understanding about their meaning and implications. We conclude that the preservice teachers appeared to benefit from learning about professional standards throughout their programme but appeared to lack confidence in: engaging professionally with others such as parents/carers; setting objectives for all students with different backgrounds; and implementing lesson sequences that engage students and promote learning. Most doubted teaching as their future career. Finally, we discuss implications for: adopting standards-integrated initial teacher education programme approaches; preservice and early-career teacher professional learning needs; and future research opportunities, which include using innovative methodologies and conceptual frameworks.  相似文献