No Natives Here: A Focus Group Study of Student Perceptions of Web 2.0 and the Academic Library     

Kenneth J. Burhanna  Jamie Seeholzer  Joseph Salem 《The Journal of Academic Librarianship》2009,35(6):523-532

This study explores Web 2.0 technologies in an academic library through focus groups with undergraduates at Kent State University. Results reveal that students, despite being heavy users, are less sophisticated and expressive in their use of Web 2.0 than presumed. Students set clear boundaries between educational and social spaces on the Web, and the library may be best served by building Web 2.0 into its site and extending its services into course management systems.  相似文献   

Evaluating the predictability of distance race performance in NCAA cross country and track and field from high school race times in the United States     

Jamie L. Brusa 《Journal of sports sciences》2018,36(16):1808-1815

Successful recruiting for collegiate track & field athletes has become a more competitive and essential component of coaching. This study aims to determine the relationship between race performances of distance runners at the United States high school and National Collegiate Athletic Association (NCAA) levels. Conditional inference classification tree models were built and analysed to predict the probability that runners would qualify for the NCAA Division I National Cross Country Meet and/or the East or West NCAA Division I Outdoor Track & Field Preliminary Round based on their high school race times in the 800 m, 1600 m, and 3200 m. Prediction accuracies of the classification trees ranged from 60.0 to 76.6 percent. The models produced the most reliable estimates for predicting qualifiers in cross country, the 1500 m, and the 800 m for females and cross country, the 5000 m, and the 800 m for males. NCAA track & field coaches can use the results from this study as a guideline for recruiting decisions. Additionally, future studies can apply the methodological foundations of this research to predicting race performances set at different metrics, such as national meets in other countries or Olympic qualifications, from previous race data.  相似文献   

Maximal strength and cortisol responses to psyching-up during the squat exercise     

McGuigan MR  Ghiagiarelli J  Tod D 《Journal of sports sciences》2005,23(7):687-692

We studied the effect of psyching-up on one-repetition maximum (1-RM) performance and salivary cortisol responses during the squat exercise. Ten men (age 21.6+/-1.4 years; mean+/-s) and ten women (age 22.4+/-2.8 years) with weight training experience of 4.5+/-2.0 years participated in this study. One-repetition maximum squats were performed on a Smith machine during each of two different intervention conditions that were counterbalanced and consisted of a free choice psych-up and a cognitive distraction. Saliva samples were obtained at the beginning of each test session and immediately after the final 1-RM attempt. No significant difference in 1-RM was identified between psyching-up (104+/-50 kg) and cognitive distraction (106+/-52 kg). Performing a 1-RM in the squat exercise significantly increased salivary cortisol concentrations during both conditions (P<0.05). There was no significant difference in salivary cortisol responses between conditions. These results suggest that psyching-up does not increase 1-RM performance during the squat exercise in strength-trained individuals.  相似文献   

U.S. Export and import data for books     

Jamie?FermanEmail author 《Publishing Research Quarterly》2004,19(4):20-22

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Parents' Socialization of Children's Injury Prevention: Description and Some Initial Parameters   总被引：2，自引：0，他引：2  

Lizette Peterson  Jamie Bartelstone  Thomas Kern  Ralph Gillies 《Child development》1995,66(1):224-235

In a year-long participant observation study of remediative action following actual injury, 61 8- and 9-year-old children and their 27-46-year-old mothers wrote records and reported on more than 1,000 minor injuries in branching biweekly interviews. Mothers reported that 80.1% of injuries received no parent-initiated remediation, 14% received only a lecture, and less than 3% of injuries were followed by parental action. Children reported that 96.1% of their injuries were followed by no remediative action and recalled lectures after only 1.2% of injuries. Remediative action was related to type of child activity (e.g., unstructured play was followed by remediation more often than more purposive behavior) and to mother's affect (e.g., anger) and beliefs (e.g., that injury was the child's fault or due to rule violation). The parameters that influenced remediative consequences, and thus that may influence future injury, are discussed.  相似文献   

McLaughlin on Parental Rights   总被引：1，自引：0，他引：1  

Eamonn Callan 《Journal of Philosophy of Education》1985,19(1):111-118

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The association between and development of school enjoyment and general knowledge     

Jamie J. Jirout  Erik Ruzek  Virginia E. Vitiello  Jessica Whittaker  Robert C. Pianta 《Child development》2023,94(2):e119-e127

Learning environments can support the development of foundational knowledge and promote children's attitudes toward learning and school. This study explores the relation between school enjoyment and general knowledge from preschool (2016–2017) to kindergarten (2017–2018) in 1359 children (M_age = 55, 61 months, female = 50%; 58.5% Hispanic, 17% Black, 10% Asian, 10% White, 5% multiracial/other; linguistically diverse). Cross-lagged panel models showed significant bidirectional associations between preschool enjoyment and change in general knowledge from preschool to kindergarten with a standardized coefficient of β = .21 (p < .001) and associations between preschool general knowledge and change in enjoyment, β = .09 (p = .015). Exploratory analyses with teacher characteristics and demographic subgroup comparisons are discussed. These associations suggest the potential intervention strategy of promoting early school enjoyment to support broader academic development.  相似文献   

Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom     

Jensen  Jamie  Smith  Clara M.  Bowers  Robert  Kaloi  Mahealani  Ogden  T. Heath  Parry  Kirkham A.  Payne  Joshua S.  Fife  Porter  Holt  Emily 《Journal of Science Education and Technology》2022,31(6):718-729

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.

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Mazes and Maps: Can Young Children Find Their Way?     

Jamie J. Jirout  Nora S. Newcombe 《Mind, Brain, and Education》2014,8(2):89-96

Games provide important informal learning activities for young children, and spatial game play (e.g., puzzles and blocks) has been found to relate to the development of spatial skills. This study investigates 4‐ and 5‐year‐old children's use of scaled and unscaled maps when solving mazes, asking whether an important aspect of spatial learning—the ability to use scaled representations—is related to children's play with scaled maps. Results show that almost all children used the maps to solve the mazes at least occasionally, and use them consistently across maze difficulty and different types of maps. Map use and more accurate spatial scaling were associated with better maze performance. We suggest that maze activities including scaled maps might provide an opportunity for developing children's spatial scaling through play, and discuss future research directions.  相似文献   

Neuromuscular,biochemical and perceptual post-match fatigue in professional rugby league forwards and backs     

Craig Twist  Mark Waldron  Jamie Highton  Dean Burt  Matthew Daniels 《Journal of sports sciences》2013,31(4):359-367

Abstract

In this study, we investigated changes in creatine kinase, perceptual and neuromuscular fatigue of professional rugby league players after match-play. Twenty-three male rugby league players (10 backs, 13 forwards) had their creatine kinase, perceptual ratings of fatigue, attitude to training, muscle soreness, and flight time in a countermovement jump measured before and 1 and 2 days after (day 1 and day 2 respectively) league matches. Total playing time, offensive and defensive contacts were also recorded for each player. Creatine kinase was higher both 1 and 2 days after than before matches (P < 0.05) in forwards and backs. Similarly, perceived fatigue and muscle soreness were higher than pre-match on both days 1 and 2 (P < 0.05), but did not differ between groups (P > 0.05). Jump performance was lower on day 1 but not day 2 for both groups (P < 0.05). While total playing time was longer in backs (P < 0.05), relative frequencies for all contacts were greater in forwards (P < 0.05). Contacts for forwards were correlated with all markers of fatigue (P < 0.05), but only flight time was correlated with offensive contacts in backs (P < 0.05). Despite the mechanisms of fatigue being different between forwards and backs, our results highlight the multidimensional nature of fatigue after a rugby league match and that these markers do not differ between positions.  相似文献