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Hart TL Brusseau T Kulinna PH McClain JJ Tudor-Locke C 《Research quarterly for exercise and sport》2011,82(4):600-609
This study compared step counts detected by four, low-cost, objective, physical-activity-assessment instruments and evaluated their ability to detect moderate-to-vigorous physical activity (MVPA) compared to the ActiGraph accelerometer (AG). Thirty-six 10-11-year-old children wore the NL-1000, Yamax Digiwalker SW 200, Omron HJ-151, and Walk4Life MVP concurrently with the AG during school hours on a single day. AG MVPA was derived from activity count data using previously validated cut points. Two of the evaluated instruments provided similar group mean MVPA and step counts compared to AG (dependent on cut point). Low-cost instruments may be useful for measurement of both MVPA and steps in children's physical activity interventions and program evaluation. 相似文献
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Kay McClain 《学习科学杂志》2013,22(2-3):217-249
The 2 episodes featured in this issue provide a rich setting in which to investigate not only the influence but also the confluence of students' and teacher's understandings on the quality of whole class discussions. In particular, I focus on the communication between the students and myself as the teacher in the classroom. This unique perspective allows me to offer insights into the teacher's decision-making process and how those decisions influenced the opportunities for learning. As part of the analysis I consider the role of tools in both supporting and constraining communication in the classroom. The analysis therefore makes explicit the tensions in teaching by highlighting the importance of the teacher's understanding of the students' offered explanations and justifications and the mathematics that is to be taught. 相似文献
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This paper examines the factors influencing theyield — the proportion of accepted applicants that confirm their intention to attend — in the admissions process for the MBA program of the school of management at a large metropolitan university. A stochastic model of a student's MBA program choice decision is presented. Using the resulting logistic probability model, the authors examine the impact of student traits (both aptitude-related and non-aptitude-related) and program characteristics, known to admissions officials, on the probability of confirmation. The results of the analysis provide a basis for measuring the dimensions of the market for educational services this MBA program provides, suggest a strategic response to this market, and offer a way to measure the profitability of various strategic response options. In particular, the results demonstrate that financial aid awards can increase dramatically the probability of confirmation and that confirmation probabilities are affected significantly by non-aptitude-related student characteristics. 相似文献
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This qualitative study examined the question: How can arts-based approaches facilitate transformative learning in a student teaching seminar? Two teacher educators facilitated a supplemental and voluntary arts-based ST seminar that comprised six, two-hour sessions. Thirty-four student teachers participated over five semesters making use of Theater of the Oppressed and other arts-based activities to process dilemmas they faced in their student teaching contexts. Data included video recordings, photographs, journal reflection, participant artwork, and transcribed focus group interviews. Data analysis employed line-by-line coding to identify critical incidents. We offer examples where pre-service student teachers worked with a dilemma, examined their assumptions, engaged in perspective-taking, and in the process explored new possibilities. Engaging in embodied reflections, naming, imagining, and critically reflecting provided rich opportunity for constructing new ways of thinking and feeling, which could lead to transformative learning. Issues relating to the seminar environment like safety, starting with participants’ dilemmas, and willingness to take risks and ownership in the learning process supported transformative learning in an arts-based student teaching seminar. 相似文献
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The purpose of this paper is to describe the role of an instructional sequence and two accompanying computer-based tools in supporting students' developing understandings of statistical data analysis. In doing so, we also take account of the role of the data creation process in supporting students' ability to engage in genuine data analysis. Data is taken from two classroom teaching experiments conducted with middle-grades students (ages twelve and thirteen) in the fall semester of 1998 and 1999. Through analysis of two classroom episodes we document 1) the emergence of the sociomathematical norm of what counts as a mathematical argument in the context of data analysis, and 2) the importance of the data creation process in grounding the students' activity in the context of a problem or question under investigation. These claims are grounded in students' ways of reasoning about data as they made arguments in the course of their analyses.This revised version was published online in October 2005 with corrections to the Cover Date. 相似文献
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Maryellen Weimer 《International Journal for Academic Development》2013,18(1):52-59
Abstract Singapore's Temasek Polytechnic recently recruited a large number of lecturers who are required to undertake an accredited part‐time 1.5 year award course titled Teaching in Higher Education Certificate (THEC). The THEC programme is delivered in‐house and assessed externally. Graduates acquire basic teaching skills and demonstrate reflective practice. As part of an ongoing study into the effectiveness of the course, a series of discussion groups was conducted with 13 randomly selected participants and graduates. The qualitative data were analysed and gave eight general perceptions that participants have of the course. The perceptions indicate the course is well regarded because it is relevant by enabling theory to be put into practice and prompts participants to be reflective practitioners. 相似文献
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Lauren McClain Angelika Gulbis Donald Hays 《Assessment & Evaluation in Higher Education》2018,43(3):369-385
Student evaluations of teaching (SETs) are an important point of assessment for faculty in curriculum development, tenure and promotion decisions, and merit raises. Faculty members utilise SETs to gain feedback on their classes and, hopefully, improve them. The question of the validity of student responses on SETs is a continuing debate in higher education. The current study uses data from two universities (n = 596) to determine whether and under what conditions students are honest on in-class and online SETs, while also assessing their knowledge and attitudes about SETs. Findings reveal that, while students report a high level of honesty on SETs, they are more likely to be honest when they believe that evaluations effectively measure the quality of the course, the results improve teaching and benefit students rather than the administration, and when they are given at the end of the term. Honesty on evaluations is not associated with socio-demographic characteristics. 相似文献
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