Student teachers' reasoning while making pedagogical decisions     

Sophia Penso  Edna Shoham 《欧洲师范教育杂志》2003,26(3):313-328

SUMMARY This study examines student teachers' reasoning when making pedagogical decisions at two stages of the teaching process: the pre-active stage of lesson planning and the post-active stage of analysis of the lesson taught. The sample consisted of 21 student teachers, all with a BA degree but no teaching certificate, already teaching various subjects in secondary schools. The student teachers took a course in pedagogy, during which they gained experience in planning lessons and teaching them by means of peer teaching. Qualitative and quantitative findings were gathered from the student teachers' reflective journals. Findings relate to: (1) the topics figuring in their pedagogical decisions; (2) the arguments used to explain the decisionss; and (3) the range of arguments given for each decision. The importance of the study lies in identifying student teachers' reasoning when planning and teaching lessons, highlighting specific shortcomings, in view of the complexity of teaching situations. The study yielded insights relevant to the educational process.  相似文献   

Whose voices are being heard? Mechanisms for community participation in education in northern Ghana     

Obed Mfum-Mensah  Sophia Friedson-Ridenour 《Prospects》2014,44(3):351-365

This article reports on a study of community participation in School for Life, a complementary education programme operating in northern Ghana. The researchers investigated three components of community participation: the nature of the mechanisms used to engage community members as participants in the education process; the actors who engage as participants in education; and the factors that enhance or inhibit an individual’s involvement. They found that this programme uses five approaches that work together to make it a viable mechanism to engage communities, and that community members are engaged at various levels, depending on each person’s previous exposure to education. Moreover, regardless of the level at which members participate, doing so empowers the individual and the community.  相似文献   

Leg mass characteristics of accurate and inaccurate kickers – an Australian football perspective     

Nicolas H. Hart  Sophia Nimphius  Jodie L. Cochrane  Robert U. Newton 《Journal of sports sciences》2013,31(15):1647-1655

Abstract

Athletic profiling provides valuable information to sport scientists, assisting in the optimal design of strength and conditioning programmes. Understanding the influence these physical characteristics may have on the generation of kicking accuracy is advantageous. The aim of this study was to profile and compare the lower limb mass characteristics of accurate and inaccurate Australian footballers. Thirty-one players were recruited from the Western Australian Football League to perform ten drop punt kicks over 20 metres to a player target. Players were separated into accurate (n = 15) and inaccurate (n = 16) groups, with leg mass characteristics assessed using whole body dual energy x-ray absorptiometry (DXA) scans. Accurate kickers demonstrated significantly greater relative lean mass (P ≤ 0.004) and significantly lower relative fat mass (P ≤ 0.024) across all segments of the kicking and support limbs, while also exhibiting significantly higher intra-limb lean-to-fat mass ratios for all segments across both limbs (P ≤ 0.009). Inaccurate kickers also produced significantly larger asymmetries between limbs than accurate kickers (P ≤ 0.028), showing considerably lower lean mass in their support leg. These results illustrate a difference in leg mass characteristics between accurate and inaccurate kickers, highlighting the potential influence these may have on technical proficiency of the drop punt.  相似文献   

Eating psychopathology as a risk factor for depressive symptoms in a sample of British athletes     

Vaithehy Shanmugam  Sophia Jowett  Caroline Meyer 《Journal of sports sciences》2013,31(17):1587-1595

Abstract

Within the clinical literature it is accepted that there is a strong connection between eating disorders and depression; however the nature of the casual relationship is somewhat unclear. Therefore the aim of the present study was to determine the prospective relationship between eating psychopathology and depressive symptoms among competitive British athletes. A total of 122 athletes completed the Eating Disorder Examination Questionnaire and the depression subscale of the Symptom Checklist-90R over a 6-month period. Partial correlations revealed that when controlling for baseline eating psychopathology, athletes’ baseline depressive symptoms was not related to their eating psychopathology 6 months later. However, when controlling for baseline depressive symptoms, athletes’ initial eating psychopathology was positively and significantly related to depressive symptoms 6 months later. Subsequent hierarchical multiple regression analyses revealed athletes’ initial levels of eating psychopathology significantly predicted depressive symptoms 6 months later. The current findings support the assertion that elevated eating psychopathology serves as a potential risk factor for the development of depression in athletes. Thus, National Governing Bodies, athletic clubs, sport organisations and universities need to recognise and be aware that exposure to the factors that increase the risk of eating disorders inadvertently serves to increase athletes’ vulnerability for depression.  相似文献   

Coach–athlete attachment and the quality of the coach–athlete relationship: implications for athlete’s well-being     

Louise Davis  Sophia Jowett 《Journal of sports sciences》2013,31(15):1454-1464

Abstract

This study examined whether athletes’ attachment styles with the coach were linked to aspects of the coach–athlete relationship quality and, in turn, whether relationship quality was linked to athletes’ well-being. One hundred and ninety-two athletes completed a questionnaire measuring their attachment styles and relationship quality with the coach as well as their feelings of positive affect (PA) and negative affect (NA). Structural equation modelling (SEM) analysis found athletes’ avoidant and secure attachment styles to be associated with aspects of coach–athlete relationship quality such as social support, relationship depth, and interpersonal conflict. Interpersonal conflict appeared to play a key role in athletes’ PA and NA. From a practical perspective, an understanding of conflict management could provide a resource that allows athletes (and coaches) to enhance the quality of their sporting relationships. Specifically, an awareness of proactive strategies (e.g., steps to clarify expectations) and reactive strategies (e.g., cooperation during the discussion of disagreements) could potentially lead both coaches and athletes to “broaden” their viewpoints and in turn “build” connections that are capable of generating positive emotions including interest, excitement, happiness, and zeal.  相似文献   

Tunable spatial heterogeneity in structure and composition within aqueous microfluidic droplets     

Hui Sophia Lee S  Wang P  Kun Yap S  Alan Hatton T  Khan SA 《Biomicrofluidics》2012,6(2):22005-220058

In this paper, we demonstrate biphasic microfluidic droplets with broadly tunable internal structures, from simple near-equilibrium drop-in-drop morphologies to complex yet uniform non-equilibrium steady-state structures. The droplets contain an aqueous mixture of poly(ethylene glycol) (PEG) and dextran and are dispensed into an immiscible oil in a microfluidic T-junction device. Above a certain well-defined threshold droplet speed, the inner dextran-rich phase is "stirred" within the outer PEG-rich phase. The stirred polymer mixture is observed to exhibit a near continuum of speed and composition-dependent phase morphologies. There is increasing interest in the use of such aqueous two-phase systems in microfluidic devices for biomolecular applications in a variety of contexts. Our work presents a method to go beyond equilibrium phase morphologies in generating microfluidic "multiple" emulsions and at the same time raises the possibility of biochemical experimentation in benign yet complex biomimetic milieus.  相似文献   

Effect of age on discrimination learning,reversal learning,and cognitive bias in family dogs     

Patrizia Piotti  Dóra Szabó  Zsófia Bognár  Anna Egerer  Petrouchka Hulsbosch  Rachel Sophia Carson  Enikő Kubinyi 《Learning & behavior》2018,46(4):537-553

Several studies on age-related cognitive decline in dogs involve laboratory dogs and prolonged training. We developed two spatial tasks that required a single 1-h session. We tested 107 medium-large sized dogs: “young” (N=41, aged 2.5–6.5 years) and “old” (N=66, aged 8–14.5 years). Our results indicated that, in a discrimination learning task and in a reversal learning task, young dogs learned significantly faster than the old dogs, indicating that these two tasks could successfully be used to investigate differences in spatial learning between young and old dogs. We also provide two novel findings. First, in the reversal learning, the dogs trained based on the location of stimuli learned faster than the dogs trained based on stimulus characteristics. Most old dogs did not learn the task within our cut-off of 50 trials. Training based on an object’s location is therefore more appropriate for reversal learning tasks. Second, the contrast between the response to the positive and negative stimuli was narrower in old dogs, compared to young dogs, during the reversal learning task, as well as the cognitive bias test. This measure favors comparability between tasks and between studies. Following the cognitive bias test, we could not find any indication of differences in the positive and negative expectations between young and old dogs. Taken together, these findings do not support the hypothesis that old dogs have more negative expectations than young dogs and the use of the cognitive bias test in older dogs requires further investigation.  相似文献   

What is the fastest animal on Earth？     

Sophia 《海外求学》2011,(4):32-32

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Kenyan Secondary Teachers’ and Principals’ Perspectives and Strategies on Teaching and Learning with Large Classes     

Sophia M. Ndethiu  Marguerite K. Miheso-O’Connor  David W. Khatete  Katie L. Heath 《Africa Education Review》2017,14(1):58-86

The reality that teachers in developing countries teach large, and even overcrowded classes, is daunting and one that may not go away any time soon. Class size in Kenyan public secondary schools is generally 40–59 students per class. This article reports initial findings on teachers’ and principals’ perspectives related to large classes. We used questionnaires, interviews and classroom observation data to examine teachers’ and principals’ perspectives regarding their capacities to teach and manage large classes; what challenges large class sizes present; and what additional supports teachers and principals perceive to be necessary. Both teachers and principals reported that the current class size has a negative impact on teaching and learning. Additionally, both teachers and principals cited a need for more support in the form of (a) professional development; (b) workload reduction; and (c) increased resources. These areas of support could help to mediate the effects of large class size, including an almost sole reliance on lecturing with little teacher-to-student and studentto-student interaction.  相似文献   

Supporting High School Student Accomplishment of Biology Content Using Interactive Computer-Based Curricular Case Studies     

Oliver  Joseph Steve  Hodges  Georgia W.  Moore  James N.  Cohen  Allan  Jang  Yoonsun  Brown  Scott A.  Kwon  Kyung A.  Jeong  Sophia  Raven  Sara P.  Jurkiewicz  Melissa  Robertson  Tom P. 《Research in Science Education》2019,49(6):1783-1808

Research in Science Education - Research into the efficacy of modules featuring dynamic visualizations, case studies, and interactive learning environments is reported here. This quasi-experimental...  相似文献