The Freedom to Teach     

Ivan J. K. Dahl 《The Teacher Educator》2013,48(2):23-26

Maintaining that academic freedom is necessary if schools are to function effectively, Dr. Dahl presents lucid arguments to support his position.  相似文献   

Force–velocity property of leg muscles in individuals of different level of physical fitness     

Ivan Cuk  Dragan Mirkov  Aleksandar Nedeljkovic  Milos Kukolj  Dusan Ugarkovic 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(2):207-219

The present study explored the method of testing muscle mechanical properties through the linear force–velocity (F–V) relationships obtained from loaded vertical jumps. Specifically, we hypothesised that the F–V relationship parameters depicting the force, power, and velocity of the tested muscles will differ among individuals of different physical fitness. Strength trained, physically active, and sedentary male participants (N = 10 + 10 + 10; age 20–29 years) were tested on maximum countermovement and squat jumps where manipulation of external loads provided a range of F and V data. The observed F–V relationships of the tested leg muscles were approximately linear and mainly strong (median correlation coefficients ranged from 0.77 to 0.92; all p < 0.05), independently of either the tested group or the jump type. The maximum power revealed higher values in the strength trained than in the physically active and sedentary participants. This difference originated from the differences in F-intercepts, rather than from the V-intercepts. We conclude that the observed parameters could be sensitive enough to detect the differences among both the individuals of different physical fitness and various jump types. The present findings support using loaded vertical jumps and, possibly, other maximum performance multi-joint movements for the assessment of mechanical properties of active muscles.  相似文献   

Grant‐maintained Heads’ Reflections on Opting Out     

Jonathan Cauldwell  Ivan Reid 《Educational studies》1996,22(2):245-260

This article summarises the views of 222 grant‐maintained (GM) school's head teachers’ experience of, and reasons for, their schools opting out of local authority control. The survey was conducted on the first 499 secondary schools to go GM. The article investigates issues such as admissions, finances and also the effects of GM status (GMS) on the relationships with, and roles of, local education authorities, the Department for Education, parents and governors. The article provides an overview of moves to GMS and highlights prior aims and reflections.  相似文献   

A new footwear technology to promote non-heelstrike landing and enhance running performance: Fact or fad?     

Janet H. Zhang  Aislinn J. C. McPhail  Winko W. An  Waqar M. Naqvi  Daniel L. H. Chan  Ivan P. H. Au 《Journal of sports sciences》2017,35(15):1533-1537

This study sought to compare the kinetics and kinematics data in a group of habitual shod runners when running in traditional running shoes and newly designed minimalist shoes with lug platform. This novel footwear design claims to simulate barefoot running and reduce energy loss during impact. We compared footstrike angle (FSA), vertical average (VALR) and instantaneous (VILR) loading rates, energy loss and initial vertical stiffness between two shoe conditions. Runners demonstrated a decreased FSA while running in minimalist shoes with lug platform than traditional shoes (P = 0.003; Cohen’s d = 0.918). However, we did not observe a landing pattern transition. VALR and VILR between two footwear conditions showed no significant difference (P = 0.191–0.258; Cohen’s d = 0.304–0.460). Initial vertical stiffness (P = 0.032; Cohen’s d = 0.671) and energy loss (P = 0.044; Cohen’s d = 0.578) were greater when running in minimalist shoes with lug platform. The results show that minimalist shoes with lug platform reduce the FSA but may not lead to a landing pattern switch or lower vertical loading rates. Interestingly, the new shoe design leads to a greater energy loss than traditional running shoes, which could be explained by a higher initial vertical stiffness.  相似文献   

THE FORGOTTEN MINORITY     

Ivan Z. Holowinsky 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):69-73

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Borderlands     

Ivan Nabokov 《Publishing Research Quarterly》1998,14(2):11-15

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Are boys that bad? Gender gaps in measured skills,grades and aspirations in Czech elementary schools     

Petr Matějů 《British Journal of Sociology of Education》2015,36(6):871-895

This article examines gender gaps in academic performance (grades in mathematics and reading) between boys and girls of ninth-grade elementary schools in the Czech Republic. Our analysis is based on 2003 data from the Programme for International Student Assessment, encompassing the academic performance and family background of ninth-grade pupils. Similar to research on other countries, we find that girls strongly outperform boys in grades in Czech language, but that this gender gap is not explained by measured ability in reading nor on family background or student attributes. We also find gender bias in mathematics grades, after controlling for measured ability and other factors. Girls are also substantially more likely than boys to apply to secondary grammar schools, as well as aspire to a college education, even after controlling for measured ability. We put forward a number of theoretical perspectives that shed light on the possible causes of these empirical findings.  相似文献   

Development of students’ conceptual thinking by means of video analysis and interactive simulations at technical universities     

Peter Hockicko  L′uboš Krišt′ák  Miroslav Němec 《European Journal of Engineering Education》2015,40(2):145-166

Video analysis, using the program Tracker (Open Source Physics), in the educational process introduces a new creative method of teaching physics and makes natural sciences more interesting for students. This way of exploring the laws of nature can amaze students because this illustrative and interactive educational software inspires them to think creatively, improves their performance and helps them in studying physics. This paper deals with increasing the key competencies in engineering by analysing real-life situation videos – physical problems – by means of video analysis and the modelling tools using the program Tracker and simulations of physical phenomena from The Physics Education Technology (PhET?) Project (VAS method of problem tasks). The statistical testing using the t-test confirmed the significance of the differences in the knowledge of the experimental and control groups, which were the result of interactive method application.  相似文献   

Decolonising curriculum practice: developing the indigenous cultural capability of university graduates     

Harrison  Neil  Clarke  Ivan 《Higher Education》2022,83(1):183-197

Higher Education - The pedagogical urge to decolonise student thinking has been at the heart of the drive to embed Indigenous knowledge in universities throughout the western world. Despite ongoing...  相似文献   

CHALLENGE TO THE SCHOOLS     

Ivan A. Nestingen 《Equity & Excellence in Education》2013,46(6):45-46

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