Bringing the social into pedagogy: unsafe learning in an uncertain world     

Brenda Leibowitz  Vivienne Bozalek  Ronelle Carolissen  Lindsey Nicholls  Poul Rohleder  Leslie Swartz 《Teaching in Higher Education》2013,18(2):123-133

The paper describes a collaborative curriculum development project implemented over 3 years at 2 universities in the Western Cape Province of South Africa. The project involved a short module in which students in their fourth year of study interacted and learnt collaboratively across the boundaries of institution, discipline, race and social class, about the concepts of community, self and identity. The pedagogic approach adopted is described, as well as the responses of the students, and a brief reflection on some of the learning outcomes attained. The paper considers the learning processes which the curriculum development team experienced, and suggests that in order to facilitate learning for an ‘uncertain world’, the curriculum designers, too, need to engage in learning processes in which they make themselves vulnerable, mirroring some of the learning processes they expect the students to undergo.  相似文献   

Who's the winner? Children's math learning in competitive and collaborative scenarios     

Lesenia R. Fish  Lindsey Hildebrand  Nadia Chernyak  Sara Cordes 《Child development》2023,94(5):1239-1258

Games are frequently used to promote math learning, yet the competitive and collaborative contexts introduced by games may exacerbate gender differences. In this study, 1st and 2nd grade children in the U.S. (ages 5–8; N = 274; 70% White, 15% Asian, 2% Black, 1% Native American, 14% mixed or other race; 17% Hispanic) played either a competitive, collaborative, or solo game to learn about a challenging novel math concept: proportion. Overall, both social contexts boosted perseverance and task attitudes. However, analyses revealed the competitive condition yielded gender differences in attention to proportion in the presence of competing cues, with older boys underperforming in the competition condition. Potential explanations for these findings, as well as implications for classroom math learning, are discussed.  相似文献   

Stability of psychometric questionnaires     

Alan M. Nevill  Andrew M. Lane  Lindsey J. Kilgour  Neal Bowes  Gregory P. Whyte 《Journal of sports sciences》2013,31(4):273-278

In 1999, Wilson and Batterham proposed a new approach to assessing the test–retest stability of psychometric questionnaires. They recommended assessing the proportion of agreement – that is, the proportion of participants that record the same response to an item – using a test–retest design. They went on to use a bootstrapping technique to estimate the uncertainty of the proportion of agreement. The aims of this short communication are (1) to demonstrate that the sampling distribution of the proportion of agreement is well known (the binomial distribution), making the technique of ‘bootstrapping’ redundant, and (2) to suggest a much simpler, more sensitive method of assessing the stability of a psychometric questionnaire, based on the test–retest differences (within-individuals) for each item. Adopting methods similar to Wilson and Batterham, 97 sport students completed the Social Physique Anxiety Scale on two occasions. Test–retest differences were calculated for each item. Our results show that the proportion of agreement ignores the nature of disagreement. Items 4 and 11 showed similar agreement (44.3% and 43.3% respectively), but 89 of the participants (91.8%) differed by just - 1 point when responding to item 4, indicating a relatively stable item. In contrast, only 78 of the participants (80.4%) recorded a difference within - 1 point when responding to item 11, suggesting quite contrasting stability for the two items. We recommend that, when assessing the stability of self-report questionnaires using a 5-point scale, most participants (90%) should record test–retest differences within a reference value of - 1.  相似文献   

Effects of 72-h of exercise abstinence on affect and body dissatisfaction in healthy female regular exercisers     

Ailsa Niven  Emily Rendell  Lindsey Chisholm 《Journal of sports sciences》2013,31(11):1235-1242

Abstract

In this study, we compared the effects of a 72-h exercise abstinence period and normal exercise on the affect and body dissatisfaction of 58 healthy women (mean age 26.1 years, s = 8.2) who exercised at least four times per week, and explored the relationship between the changes in affect and body dissatisfaction. Participants completed the UWIST-MACL and Body Dissatisfaction Scale to assess affect and body image, and were randomized to an abstinence or control group. Affect and body image for both groups were re-assessed following the 72-h abstinence period. Compared with the control group, the abstinence group had a significant decrease in hedonic tone and energetic arousal, and a significant increase in tense arousal and body dissatisfaction from pre-intervention to post-intervention. There were no significant relationships between the changes in body dissatisfaction and the components of affect. A 72-h exercise abstinence period resulted in increased affect disturbance and body dissatisfaction in regularly active women.  相似文献   

Influence of bicompartmental knee replacement on stand-to-sit movement     

Wang H  Frame J  Rolston L 《Research quarterly for exercise and sport》2012,83(2):136-142

Knee osteoarthritis often occurs in medial and patellofemoral compartments. A bicompartmental knee replacement system replaces these two affected knee compartments and keeps the lateral compartment and cruciate ligaments intact. It is yet to be determined whether limbs with bicompartmental knee systems can demonstrate frontal-plane knee mechanics and hamstring coactivation similar to healthy control limbs during daily activities requiring the weight-bearing knees to bend through a large range of motion (e.g., stand-to-sit). Three-dimensional knee mechanics and quadriceps and hamstring electromyographic data were collected from 8patients with a unilateral bicompartmental knee system and 10 healthy control participants. No differences in frontal-plane knee mechanics and hamstring coactivation were found among the surgical, contralateral, and control limbs during stand-to-sit (p > .05).  相似文献   

Move over Nelly: lessons from 30 years of employment-based initial teacher education in England     

Bernadette Youens  Lindsey Smethem  Mark Simmons 《Teachers and Teaching》2018,24(7):854-869

Recruiting, preparing and retaining high-quality teachers are recurrent themes of local, national and international education agendas. Traditional university-led forms of teacher education continue to be challenged, and defended, as nations strive to secure a teaching force equipped to achieve high-quality learning outcomes for all students. One commonly adopted policy solution has been the diversification of teacher preparation routes: the alternative certification agenda. In this article, we examine the entire history of one alternative route in place in England from 1997 to 2012, the Graduate Teacher Programme. Using one example of an employment-based programme, we argue that opportunities to engineer innovative and creative spaces in the face of the current teacher preparation reform agenda need to be seized. This case study, which is contextualised in both the international debates about alternative teacher certification routes and the current policy agenda in England, demonstrates the extent to which successive administrations have failed to learn from the lessons of the past in the rush to recycle policies and claim them as their own.  相似文献   

The Role of Family Verbal Aggression and Taking Conflict Personally in Romantic Relationship Complaint Avoidance     

Lindsey S. Aloia  Timothy Worley 《Communication Studies》2019,70(2):190-207

This study examined complaint avoidance in adult romantic relationships as a function of both exposure to family verbal aggression in childhood and taking conflict personally. Four hundred thirty-seven college students completed measures assessing their histories of family verbal aggression, complaint avoidance behaviors, and tendencies to take conflict personally. Results indicated that a history of family verbal aggression and three components of taking conflict personally, namely positive relational effects, negative relational effects, and like/dislike valence, were negatively associated with complaint avoidance. In addition, a history of family verbal aggression was positively associated with positive relational effects, negative relational effects, and like/dislike valence. The relationship between a history of family verbal aggression and complaint avoidance, however, was not mediated by taking conflict personally.  相似文献   

Protecting the Ladies: Benevolent Sexism,Heteronormativity, and Partisanship in Online Discussions of Gender-Neutral Bathrooms     

Lindsey Erin Blumell  Jennifer Huemmer  Miglena Sternadori 《Mass Communication and Society》2019,22(3):365-388

The recent adoption of bathroom bills restricting trans* people’s access to public bathrooms of their choice in the United States has elicited a vigorous public debate invoking benevolent sexism, heteronormativity, and partisanship. This analysis includes 9,764 online comments posted on the 13 most-shared articles or blog posts about trans* bathroom accommodation from September 2015 to September 2016. The common themes in such discussions were arguments promoting benevolent sexism, including that women and girls need protection by men and from men and that sex differences are natural. Results showed that support for trans* access to public bathrooms was most prevalent in discussions on left-leaning sites, whereas opposition was most prevalent in discussions on right-leaning sites. Most, but not all, benevolent-sexism themes were prevalent in comments on right-leaning sites. The results are discussed in the context of their theoretical implications for the literature of benevolent sexism and heteronormativity.  相似文献   

Does regulation induce homogenisation? An analysis of three voucher programmes in the United States     

Corey A. DeAngelis  Lindsey Burke 《Educational Research and Evaluation》2017,23(7-8):311-327

We examine whether voucher programme regulation reduces private school specialisation in the US. We employ school-and-year fixed-effects regression and examine individual private schools in Washington, DC, Indiana, and Louisiana as they transition into voucher programme environments. We leverage the Private School Universe Survey to observe how schools self-identify before and after switching into voucher environments. We find that upon switching into school voucher environments, private schools in all 3 locations are more likely to identify as less specialised than they were prior to entering the programmes. We find suggestive evidence that the homogenising effects may be stronger in more heavily regulated voucher programme environments, and that those schools in more lightly regulated environments are more likely to continue highlighting their specialised approach to education. These findings are examined within an institutional theory framework to understand the potential homogenising effect of regulations on the diversity of the private school market.  相似文献   

Metacognitive processes and associations to executive function and motivation during a problem-solving task in 3–5 year olds     

Marulis  Loren M.  Nelson  Lindsey J. 《Metacognition and Learning》2021,16(1):207-231

Metacognition and Learning - Metacognition—knowledge, monitoring, and regulation of cognition—is key to learning and academic achievement. This is robustly supported for K-12 and higher...  相似文献