‘Please remember we are not all brilliant’: undergraduates’ experiences of an elite,research‐intensive degree at a research‐intensive university     

Susan Howitt  Anna Wilson  Kate Wilson  Pam Roberts 《高等教育研究与发展》2010,29(4):405-420

Undergraduate research experiences are being incorporated into degree programs with increasing frequency. However, there has been little study into their effectiveness in preparing students for research or into the learning gains that students realise from one or more research experiences. We surveyed science students in an elite, research‐based undergraduate degree program at a research‐intensive university. These students complete six research projects during their degree and we aimed to delineate factors that students perceive as leading to either good or bad experiences. Two factors stand out as contributing to a successful research experience: the supervisor, with students reporting both pedagogic and affective benefits of good supervision; and the feeling that they are doing authentic science. Surprisingly, given the research‐intensive nature of this degree, the learning gains students report relate to both an appreciation of what research is like and life skills, such as time management, rather than scientific thinking skills.  相似文献   

Lower leg and foot contributions to turnout in female pre-professional dancers: A 3D kinematic analysis     

Sarah L. Carter  Rebekha Duncan  Andries L. Weidemann  Luke S. Hopper 《Journal of sports sciences》2018,36(19):2217-2225

Turnout is a central element of classical ballet which involves sustained external rotation of the lower limbs during dance movements. Lower leg and foot compensation mechanisms which are often used to increase turnout have been attributed to the high incidence of lower limb injury in dancers. Evaluation of dancers’ leg posture is needed to provide insight into the lower limb kinematic strategies used to achieve turnout. The primary purpose of this study was to use 3D kinematic analyses to determine the lower leg and foot compensations that are incorporated by female university dancers to accentuate their turnout. Active and passive external tibiofemoral rotation (TFR) was also measured. A moderate-strong negative relationship was observed between hip external rotation (HER) and foot abduction in the three first position conditions. A moderate negative relationship was found between passive TFR and foot abduction in all first position conditions. Our findings suggest dancers are more likely to pronate, than rotate the knee to compensate for limited HER. Dancers with a limited capacity to pronate may force additional rotation via the knee. Ongoing research would benefit from more in-depth analyses of the foot/ankle complex using a multi-segment foot model.  相似文献   

The one-week and six-month reliability and variability of three-dimensional tibial acceleration in runners*     

Kelly R. Sheerin  Thor F. Besier  Duncan Reid  Patria A. Hume 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(4):531-540

Tibial acceleration is a surrogate measure for impact loading and lower limb fatigue injury in runners. Triaxial accelerometers may offer reliable and practical measurement of resultant peak tibial acceleration (PTA). With such potential in mind, this study examined variability and measurement reliability of tibial acceleration in 14 runners at baseline at one week, and eight of the runners again at six months. Triaxial accelerometers were attached to the distal tibiae of runners before they ran on a treadmill for two minutes each, at speeds of 2.7, 3.0, 3.3 and 3.7 m/s in standardised shoes. Resultant PTAs were calculated for each speed and session. Reliability outcomes were presented as percentage change and effect sizes. Variability outcomes included intraclass correlation coefficients and the typical error of the measurement. Smallest worthwhile change and performance/noise ratio were also calculated. While runners demonstrated marginally lower reliability and higher variability over six months, compared to one week, in all cases the measures of reliability and variability were of ‘good’ to ‘moderate’ reliability, and ‘small’ to ‘moderate’ variability using magnitude-based inferences. We can be confident that resultant PTA can be used with runners to assess and monitor their impacts throughout a six-month intervention.  相似文献   

Sport,Philosophy, and Good Lives     

Pam R. Sailors 《体育哲学杂志》2013,40(2):311-315

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A Latent Growth Curve Approach to Investigating Developmental Dynamics and Correlates of Change in Children's Perceptions of Physical Competence     

Terry E. Duncan  Susan C. Duncan 《Research quarterly for exercise and sport》2013,84(4):390-398

Abstract

In both the physical and academic domains interest has recently grown regarding developmental change in children's perceptions of competence. Recent advances in statistical methodology, such as latent growth modeling, enable the researcher to analyze developmental trends from both an inter- and intraindividual perspective, thus serving to increase our understanding of correlates of change in perceived competence. Using latent growth modeling, the purpose of the present study was to investigate developmental change in children's perceived competence at physical skills, examining maturational factors and chronological age as possible correlates of change. Subjects were male adolescents (N = 94). Data were collected during the child's sixth, eighth, and ninth grade school years. Results revealed a good fit for the hypothesized model, which specified mean level changes in the variables over time and an interrelationship among the latent chronometric common factors. Although a significant relationship existed between maturation and perceived competence, no significant relationship was evident between chronological age and perceived competence. Findings are discussed with particular reference to the utility of latent growth curve models for assessing developmental processes at both the inter- and intraindividual level.  相似文献   

The Cups That Cheered – A History of the Sigerson,Fitzgibbon and Higher Education Gaelic Games     

Mark Duncan 《国际体育史杂志》2013,30(17):2121-2123

This article follows up on Adrian Harvey's piece ‘The emergence of football in nineteenth-century England: the historiographic debate’ [International Journal of the History of Sport 30, no. 18 (2013): 2154–2163]. It reviews the historiography of Scottish football on the period before the First World War. There is considerable literature on the topic, but it is not by any means evenly distributed to cover Scotland's geography, nor does it give balanced coverage to a wide-enough variety of thematic subjects. The author places this historiography into six broad categories which reflect the audience, research interests and methodology of the pieces, and offers a critical assessment of work still to be done in what is a disparate field.  相似文献   

The recruitment of VET teachers and the failure of policy in England’s further education sector     

Pam Hanley 《Journal of Education & Work》2019,32(2):103-114

England’s further education (FE) sector has been characterised by instability and policy churn for at least three decades during which time reform of vocational education and training (VET) has been piled on top of reform, with few resulting in lasting change. In the context of another ambitious new reform of VET in England, this article reports on a study that examined the chronic difficulties in recruiting teachers of vocational science, engineering and technology (SET) to FE colleges. We argue that these difficulties in recruiting SET teachers reveal persistent weaknesses in policy planning for the English VET sector and help to explain the serial failure of VET policy in England.  相似文献   

Classroom Organisation and Teaching Approaches at Key Stage One: meeting the needs of children with and without additional educational needs in five inner city schools     

Anne West  Jean Hailes  Pam Sammons 《Educational studies》1995,21(1):99-117

This study is based on case studies of five inner city schools and focuses on organisation and teaching approaches used by teachers of Year 2 classes. It also addresses teaching approaches adopted and support for children with ‘additional’ educational needs, operationalised in terms of both special educational needs (not necessarily statemented) and English language needs. Planning was almost universally carried out on a weekly basis, with longer‐term planning also being apparent. Varied responses in relation to teachers’ aims and teaching approaches adopted emerged. These were frequently reported to have changed as a result of the National Curriculum. The majority of teachers reported that they grouped children on the basis of their ability. Children with language needs and with special educational needs were not equally distributed amongst the schools in the study and the support available for these children differed markedly. The findings are discussed in the context of past research and current policy.  相似文献   

The use of virtual reality simulation to improve technical skill in the undergraduate medical imaging student     

Therese Gunn  Lee Jones  Pete Bridge  Pam Rowntree  Lisa Nissen 《Interactive Learning Environments》2018,26(5):613-620

In recent years, simulation has increasingly underpinned the acquisition of pre-clinical skills by undergraduate medical imaging (diagnostic radiography) students. This project aimed to evaluate the impact of an innovative virtual reality (VR) learning environment on the development of technical proficiency by students. The study assessed the technical skills of first year medical imaging students. The learning experience by each student was either via traditional laboratory-based simulation or VR simulation, for two specified anatomical protocols. Following the learning experience, the students performed role-plays and were assessed on their technical proficiency. The type of learning environment, laboratory-based or VR simulation, was recorded for each radiographic procedure, as well as demographic data. Data demonstrated an improved total role-play skill score for those students trained using VR software simulation compared with the total role-play skills score traditional laboratory simulation. Demographic multivariable analysis demonstrated no statistically significant association of age, gender, gaming skills/activity with the outcome. The novel medical imaging VR simulation learning tool facilitated technical skill acquisition, equal to, or slightly better than traditional laboratory training. Ongoing data collection will evaluate the impact this VR software has on the undergraduate medical imaging student.

Abbreviations: QUT: queensland university of technology; VR: virtual reality; SLE: simulated learning environment; PA: posterio-anterior; DP: dorsi-plantar; CP: central point; CR: central ray; SID: source image distance; HWA: health workforce Australia  相似文献   

Utilizing grounded theory to explore the information-seeking behavior of senior nursing students     

Duncan V  Holtslander L 《Journal of the Medical Library Association : JMLA》2012,100(1):20-27

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