Peer assessment in a test-dominated setting: empowering, boring or facilitating examination preparation?     

Darren A. Bryant  David R. Carless 《Educational Research for Policy and Practice》2010,9(1):3-15

The literature suggests that peer assessment contributes to the development of student learning and promotes ownership of assessment processes. These claims emerge from research conducted primarily in Western contexts. This exploratory paper reports on the perspectives that a class of Hong Kong primary school students and their teachers have on their engagement with peer assessment. It draws on data collected through extensive interviews and classroom observations from a 2-year case study. The findings indicate that student perceptions about the usefulness of peer assessment follow from their perspectives on quality of peer feedback, peer language proficiency, and the novelty or repetitiveness of its processes. Teachers and students also viewed peer assessment as assuming a wider role in preparing for examinations and future secondary schooling. A key implication is that assessment practices are deeply cultural and, in test-dominated settings, peer assessment may have most potential when explicit links are drawn with preparation for summative assessment.  相似文献   

Golfers do not respond to changes in shaft mass properties in a mechanically predictable way     

Daniel F. B. Haeufle  Jay Worobets  Ian Wright  Jenny Haeufle  Darren Stefanyshyn 《Sports Engineering》2012,15(4):215-220

A common belief in the golf community is that a lighter shaft allows the golfer to swing the club faster. From a mechanical point of view, reducing the mass of the shaft would result in a faster swing. However, a golfer is not a purely mechanical system, and so it is simplistic to assume that identical loads will be applied when swinging different clubs. Therefore, the purpose of this study was to test the hypothesis that golfers behave similar to a mechanical model when swinging clubs of varying mass. A torque driven model estimated the effects caused by the addition of 22?g to the shaft. Twelve golfers hit balls with a standard driver as well as a driver fitted with the same 22?g increase in mass. Club kinematics were collected with a high-speed motion capture system. The model predicted a 1.7?% lower club head speed for the club with additional mass. One subject showed a similar reduction (1.4?%), but one subject showed an increase in club head speed by 3.0?%. Ten subjects did not show any significant differences. These results suggest that golfers do not respond to changes in club mass in a mechanically predictable way.  相似文献   

The influence of golf club shaft stiffness on clubhead kinematics at ball impact     

Worobets J  Stefanyshyn D 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(2):239-248

The role of shaft stiffness on the golf swing is not well understood. Studies in which golfers hit balls with clubs of varying shaft flex have reported changes in ball distance. The results of mathematical models suggest that shaft stiffness affects only the orientation of the clubhead at impact, not the speed of the clubhead, but there are no experimental results validating these findings. The purpose of this study was therefore to experimentally examine the influence of shaft stiffness on clubhead kinematics at ball impact. Forty golfers hit 10 balls with each of five drivers varying in shaft stiffness from 'Ladies' to 'Extra-Stiff', in a double-blind study design. The motions of three reflective markers attached to the clubhead were captured with a high-speed motion analysis system. At ball impact, shaft stiffness had a statistically significant influence on clubhead speed for 27 subjects, on loft angle for 11 subjects, and on lie angle for all 40 subjects. No effect was observed on face angle, in to out path angle, or attack angle. These results show that shaft stiffness can affect ball launch conditions by altering clubhead speed and/or loft angle.  相似文献   

Understanding the Power of Words in Multicultural Education     

Festus E. Obiakor Ph.D.  Darren J. Smith Ph.D.  Marty Sapp Ed.D. 《Multicultural Perspectives》2013,15(2):36-42

Historically, words are powerful! In many cases, they are used appropriately when we value people and used inappropriately when we hate them. As a result, they have become powerful tools in multicultural education and interactions. In today's changing world with demographic shifts in power and paradigm, the society is bombarded with words that hate and words that love. As it appears, words are used to satisfy jaundiced and myopic views, and they are constructs that frequently lead to labels, stereotypes, and illusory generalizations. While we do not advocate policing or legislating words, we advocate words that can help individuals to maximize their fullest potential in our multicultural society. In this article, we advance this premise and suggest ways to increase multicultural education in schools and communities.  相似文献   

Ratings of educable mentally handicapped students by regular and special teachers     

T M Flynn 《Exceptional children》1978,44(7):539-540

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外教教你学第十讲从句的主语     

Paul Flynn 《海外英语》2005,(1):42-43

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How technology for comprehension training can support conversation towards the joint construction of meaning     

Nicola Yuill  Darren Pearce  Lucinda Kerawalla  Amanda Harris  Rosemary Luckin 《Journal of Research in Reading》2009,32(1):109-125

Two studies assessed the role of Separate Control of Shared Space (SCoSS) technology in supporting peer collaborative discussion and comprehension. We hypothesised that providing equitable shared input to two literacy tasks (both good predictors of comprehension skill) would support discussion to promote the joint construction of meaning, and hence individual progress. Study 1: 50 7–9‐year‐olds took a reading‐specific multiple classification (RMC) pre‐test, categorising words on two dimensions, before training on the task in pairs using SCoSS, dual‐control or individual technology. Discussion produced more accurate post‐test classification performance and SCoSS was associated with higher frequency of statements during training that combined both RMC dimensions (surface form and meaning of words). Study 2: 12 8–9‐year‐olds were pre‐tested on story recall and worked in pairs on a SCoSS‐supported story construction task, requiring collaborative inference‐making, hypothesis generation and selection. Post‐test story recall was predicted by the frequency of deductive causal statements during training. We discuss how technology can be used to promote collaboration and discussion that supports joint understanding and individual comprehension development.  相似文献   

Effect of stage duration on physiological variables commonly used to determine maximum aerobic performance during cycle ergometry     

Roffey DM  Byrne NM  Hills AP 《Journal of sports sciences》2007,25(12):1325-1335

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Validity of a portable force platform for assessing biomechanical parameters in three different tasks     

Ricardo Peterson Silveira  Pro Stergiou  Felipe P. Carpes  Flávio A. de S. Castro  Larry Katz  Darren J. Stefanyshyn 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(2):177-186

The aim of this study was to determine the precision and accuracy of the vertical and anterior–posterior force components of the portable PASCO PS-2142 force plate. Impulse, peak force, and time to peak force were assessed and compared to a gold standard force plate in three different tasks: vertical jump, forward jump, and sprint start. Two healthy male participants performed ten trials for each task, resulting in 60 trials. Data analyses revealed good precision and accuracy for the vertical component of the portable force plate, with relative bias and root mean square (RMS) error values nearly the same in all tasks for the impulse, time to peak force, and peak force parameters. Precision and accuracy of the anterior–posterior component were lower for the impulse and time to peak force, with relative bias and RMS error values nearly the same between tasks. Despite the lower precision and accuracy of the anterior–posterior component of the portable force plate, these errors were systematic, reflecting a good repeatability of the measure. In addition, all variables presented good agreement between the portable and gold standard platforms. Our results provide a good perspective for using the aforementioned portable force plate in sports and clinical biomechanics.  相似文献   

ADHD,parent perspectives and parent–teacher relationships: grounds for conflict          下载免费PDF全文

Ruth Gwernan‐Jones  Darren A. Moore  Ruth Garside  Michelle Richardson  Jo Thompson‐Coon  Morwenna Rogers  Paul Cooper  Ken Stein  Tamsin Ford 《British Journal of Special Education》2015,42(3):279-300

Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD.  相似文献