排序方式： 共有12条查询结果，搜索用时 78 毫秒
1.
Natàlia Balagué Robert Hristovski Sergi Garcia Daniel Aragonés Selen Razon Gershon Tenenbaum 《Journal of sports sciences》2015,33(1):48-57
Using a non-linear approach, intentional dynamics of thoughts were examined during constant cycling performed until volitional exhaustion. Participants (n = 12) completed two sessions at 80% Wmax. Their (1) intrinsic thought dynamics (i.e., no-imposed thoughts condition) and (2) intentional thought dynamics (i.e., imposed task-unrelated thoughts condition; TUT) were recorded and then classified into four categories: internal and external TUT (TUT-I, TUT-E) and external and internal task-related thoughts (TRT-E, TRT-I). The probability estimates for maintaining each thought category stable, the rate of switching from one category to another, and the entropy dynamics along the testing procedure were assessed and compared through time phase. Friedman ANOVA tests revealed a significant effect of effort increase on thought contents only in the imposed TUT test. While TUT-I probabilities decreased significantly (P < .001) as effort increased, TRT-I probabilities increased (P < .05). Moreover, the entropy to the entire thought dynamics increased at the outset of task performance and decreased upon approaching volitional exhaustion (P < .001). As time spent in constant effort increased, and volitional exhaustion approached, task relatedness (TUT, TRT), direction (internal, external), and entropy of thought contents changed unintentionally providing further evidence for a nonlinear dynamics of attention focus. 相似文献
2.
Antonette Aragon Suzan AlDoubi Karen Kaminski Sharon K. Anderson Nelda Isaacs 《TechTrends》2014,58(2):25-31
The number of educators, administrators, and institutions that utilize social networking has increased dramatically. Many have adopted social networking in order to be up-to-date and connected with their students’ learning beyond the boundaries of the classroom. However, this increase in the use of social networking in academia presents many potential issues. In this paper, we address the growing prevalence of social networking in education and some of the issues. Next, we use social role theory to explore some pitfalls for educators using social networking. Finally, we suggest that foundational ethical principles from the field of psychology can provide a basis for developing guiding principles for use of social networking in education. 相似文献
3.
Daniel Aragonés Alexander Eekhoff Fabian Horst Wolfgang Immanuel Schöllhorn 《Journal of sports sciences》2018,36(11):1296-1304
Training consisting of numerous repetitions performed as closely as possible to ideal techniques is common in sports and every-day tasks. Little is known about fatigue-related technique changes that emerge at different timescales when repeating complex actions such as a karate front kick. Accordingly, 15 karatekas performed 600 kicks (1 pre-block and 9 blocks). The pre-block comprised 6 kicks (3 with each leg) at maximum intensity (K-100%). Each block comprised 60 kicks (10 with each leg) at 80% of their self-perceived maximum intensity (K-80%) plus 6 K-100%. In between blocks, the participants rested for 90 seconds. Right leg kinematics (peak joint angles, peak joint angular velocities, peak joint linear resultant velocities, and time of occurrence of peaks) and kick duration corresponding to the K-80% were measured resulting in numerous variations with fatigue. At the timescale of tens of seconds, the changes involved variables that were related to velocity of execution (slowed down), while variables related to movement form were hardly affected. At the timescale of tens of minutes, the opposite results were observed. These findings challenge the long-standing rationale underlying repetitive training, suggesting instead that such involuntary variations in technique might play a crucial role in motor skill training 相似文献
4.
Antonette Aragon 《Journal of Latinos & Education》2018,17(4):373-385
In this study, six Latina students shared perceptions of their parental influence on their educational aspirations. CRT, LatCrit, and community cultural wealth provide the tripartite framework for analyzing issues of race, class, gender, language, culture, and immigration by examining their roles in society through counterstories. Learning in an after-school program about educational advancement, these participants navigated against deficit ideology. Messages of aspirational hope, navigational inspiration, Spanish language guidance, familial kinship, social networking, and resistant intelligence enabled these students to build a foundation of personal emancipation to disrupt the systemic sociopolitical and sociocultural nature of oppression. 相似文献
5.
Sheri C. Hardee Candace M. Thompson Louise B. Jennings Antonette Aragon Edward J. Brantmeier 《Teaching Education》2013,24(2):215-234
Using first-person accounts of classroom experiences, five professors examine the intersection of social foundations and borderland theory and their efforts to move students through resistance to understanding and affirmation of sociocultural diversity. The authors present this paper in two parts, the first providing examples of using a borderland approach within the classroom and the second providing illustrations moving these borderland strategies beyond the classroom. In each case, authors show the interwoven nature of pedagogy, identity, knowledge, and experience as they work to connect theory and practice. All of the institutions represented have majority white populations, and many do not reflect the diversity of the communities in which they are situated. The need for borderland practices in social foundations courses is urgent in these areas. These pedagogical reflections, although not meant to be recipes for success, provide examples of practices that can serve to meet the growing demands from schools and communities for culturally competent, socially aware teacher–leaders, and reaffirm the critical importance of social foundations in teacher education. 相似文献
6.
Xing Wanli Lee Hee-Sun Shibani Antonette 《Educational technology research and development : ETR & D》2020,68(5):2185-2214
Constructing scientific arguments is an important practice for students because it helps them to make sense of data using scientific knowledge and within the conceptual and experimental boundaries of an investigation. In this study, we used a text mining method called Latent Dirichlet Allocation (LDA) to identify underlying patterns in students written scientific arguments about a complex scientific phenomenon called Albedo Effect. We further examined how identified patterns compare to existing frameworks related to explaining evidence to support claims and attributing sources of uncertainty. LDA was applied to electronically stored arguments written by 2472 students and concerning how decreases in sea ice affect global temperatures. The results indicated that each content topic identified in the explanations by the LDA— “data only,” “reasoning only,” “data and reasoning combined,” “wrong reasoning types,” and “restatement of the claim”—could be interpreted using the claim–evidence–reasoning framework. Similarly, each topic identified in the students’ uncertainty attributions— “self-evaluations,” “personal sources related to knowledge and experience,” and “scientific sources related to reasoning and data”—could be interpreted using the taxonomy of uncertainty attribution. These results indicate that LDA can serve as a tool for content analysis that can discover semantic patterns in students’ scientific argumentation in particular science domains and facilitate teachers’ providing help to students.
相似文献7.
Abstract This study investigated the differences between demographic, enrollment, academic, and self-directed learning characteristics of completers and noncompleters in online courses at one community college. The study also obtained students' self-reported reasons for not completing their coursework. No significant differences were found in the characteristics of age, gender, ethnicity, financial aid eligibility, grade point average, and total hours enrolled; significant differences were found in gender, academic readiness, and completers enrolled in more online courses than noncompleters. 相似文献
8.
The Occupational Therapy department at the University of the Witwatersrand in South Africa is responsible for ensuring students achieve psychomotor skill proficiency, as it is an essential component of health care practice. The aim of this study was to determine whether the introduction of opportunities to afford self-evaluation better prepared students for psychomotor skill performance during clinical fieldwork. A quantitative analytical longitudinal design was used with a sample of second-year BSc occupational therapy students from 2007–2010. Self-assessment opportunities were introduced to students in 2009, enabling the comparisons of students’ performance based on Fitts and Posner’s motor skills learning theory. The results indicated that the pre-intervention group demonstrated poor psychomotor skill ability compared to the intervention group, concluding that students require deliberate opportunities to practice self-evaluation skills in their early years of study. 相似文献
9.
Volmer A. Geronimo Cludia Aragon 《Library Collections, Acquisitions, and Technical Services》2005,29(4):118
Experience developed in two university libraries, Advertising and Marketing School of Rio de Janeiro library and Medicine Faculty of Petrópolis library, members of CBIES/RJ-resource sharing consortia of Rio de Janeiro State, Brazil, with the aim of identifying benefits for both institutions through their participation in the consortia. The main results are as follows: scientific and technological knowledge sharing, cooperative acquisition of software and databases, and the development of a cooperative online serials catalog; facilities to search for and access information. This experience shows how library consortia are efficient tools to information resource sharing and can contribute to increase the quality of academic education. 相似文献
10.