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The self-initiated learning activities of experienced public school teachers are examined in this study. Twenty-two experienced teachers were interviewed to develop a greater understanding of the types of self-initiated learning activities in which they engage and the organizational characteristics that influence their participation in those activities. Analysis of the data showed that experienced teachers engaged in three types of self-initiated learning activities: knowledge exchanging, experimenting, and environmental scanning. Participation in these activities was influenced by the availability of resources, physical layout, and level of centralization in their schools. Implications of these findings for theory, practice, and future research in teacher learning and development are discussed. 相似文献
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Kirk J. Cureton Richard A. Boileau Timothy G. Lohman James E. Misner 《Research quarterly for exercise and sport》2013,84(2):270-272
Abstract The relative importance of body size, body composition, cardiovascular-respiratory capacity, and running speed in determining individual differences in performance on 600-yd run and mile run tests was investigated using data on 196 children, ages 7 to 12 years. A multivariate, multistage path model was developed in which height, % fat, [Vdot]O2 max (ml/kg FFW · min) and the 50-yd dash time were postulated as determinants of individual differences on the two distance-running tests. These four independent variables accounted for 71% and 66% of the variance in the 600-yd run and mile run, respectively. All four independent variables had significant associations with the two distance runs when the influence of the other independent variables was taken into account. The 50-yd dash time and % fat were found to be the most important determinants of both distance runs. It was concluded that determinants of the 600-yd run and mile run in elementary-school-age children are complex and that individual differences on these tests reflect a number of attributes in addition to cardiovascular-respiratory capacity. 相似文献
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Elizabeth M. Lohman Michael R. Dingerson 《Community College Journal of Research & Practice》2013,37(5):339-355
ABSTRACT A traditional way of assessing program effectiveness of academic programs has been by determining the percentage of students who complete programs and receive degrees or some other acknowledgment of completion. This method of assessment is particularly problematic for community colleges because only 4% of students who enroll in occupational-technical certificate programs do so with the intention of earning a certificate. These circumstances pose significant problems for certificate institutions as well as for those in coordinating/governing units at various levels who must assure that these programs are meeting the goals of the students and institutions in addition to the needs of a region or state. The purpose of this study was to investigate an alternative way of evaluating the effectiveness of occupational-technical programs to determine if they are meeting the goals of the students and institution by providing students with entry-level skills into the workforce or the ability to advance in their careers. Data were collected from the institution and from noncompleters in occupational-technical certificate programs at an urban community college. The study investigated when students choose to drop out and why. It concluded that these students are very pragmatic in terms of their education and that they enroll for specific reasons and drop out when they achieve their goals. This study not only confirmed that students meet their career goals, but also that the institution meets its goals as well since it is successful in preparing students for the workforce or in advancing them in existing jobs. 相似文献
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Lynn A. Johnson Margaret C. Lohman Jamie D. Sharp T. Scott Krenz 《Learning, Media and Technology》2000,25(2):129-140
The University of Iowa College of Dentistry has expanded its continuing dental education (CDE) offerings to include distance learning on the Iowa Communications Network (ICN). The ICN is a statewide fiber optic network linking 550 sites that provides two‐way interactive audio and video communication. The first course was broadcast on January 30, 1998 to 10 receiving sites across Iowa and was attended by 68 people. The instructor controls what is seen and heard at the remote sites, but participants can enter the discussion by activating their microphones. Recognising that the first distance learning course needed to be successful, the College of Dentistry collaborated with the College of Education to create a highly interactive instructional program. In an evaluation, the participants were almost unanimous in their approval. Ninety‐eight percent said they would attend another course if offered on the ICN. A strong majority of the participants felt the quality of the program was very good and attendance at a site close to their home reduced the cost of their continuing education. Based on the lessons learned from this initial offering, the College of Dentistry plans to expand its distance learning activities to include interactive programs on the ICN and the World Wide Web 相似文献
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M. H. Slaughter T. G. Lohman R. A. Boileau 《Research quarterly for exercise and sport》2013,84(4):759-768
Abstract The purpose of this study was to compare Heath and Carter's anthropometric approach with the multiple regression technique for the prediction of lean body mass (LBM). Lean body mass was estimated from whole-body 40K spectrometry and body density in college-age women. Heath and Carter's second component correlates .40 with LBM (density)/height and .24 with LBM (40K)/height. The correlations are quite low and indicate that LBM per unit of height is not closely related to the second component. When lean body mass and height were used together in multiple regression analysis as separate predictors instead of a ratio, 48% of the variation was accounted for in the second component. A test of validity of the measures used to calculate Heath and Carter's second component was evaluated through the use of multiple regression analysis, incorporating height and anthropometric measures as independent variables and LBM from density and 40K as dependent variables. The muscle circumferences but not skeletal widths in the Heath and Carter method were found to be valid predictors of LBM through regression analysis. LBM is predicted with a standard error of estimate of 2.2 kg using the anthropometric variables of Heath and Carter's second component. This error is comparable to the results of other anthropometric predictions of LBM in college-age women. 相似文献
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M. H. Slaughter T. G. Lohman J. E. Misner 《Research quarterly for exercise and sport》2013,84(1):159-168
The purpose of this study was to determine the association of somatotype, body composition, and physical performance in 7- through 12-year-old boys. Two objective methods of measuring somatotype, Sheldon's trunk index method and Heath–Carter's anthropometric method, were used. Body composition was estimated as fat and lean body mass from 40K measurement, using a whole-body counter, and from two skinfold thickness measures. Physical performance measures consisted of three tests of running (mile run, 600-yd run and 50-yd dash) and two tests of jumping (standing broad jump and vertical jump). In general, somatotype components had lower correlations with running and jumping variables than did body composition or body size variables such as height, weight, and percent fat. Heath and Carter's third component, derived from the inverse ponderal index, correlated more closely with performance scores than did other components of somatotype. Somatotype components in combination with each other and with body size and body composition variables in a multiple regression analysis indicated little association with running performance, but some association with jumping. Mesomorphy and second component were the least significant somatotype components, as indicated by the standardized regression coefficients. 相似文献
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The effect of group size in problem-based learning(PBL) on the problem-solving skill, self-directedness,and technical knowledge of 72 students in a dentaleducation program was examined. Pretest measures onself-directedness and technical knowledge wereadministered to the 72 students. Equal numbers ofstudents with low, medium, and high levels ofself-directedness were randomly assigned to small,medium, and large PBL groups. Students thenparticipated in a three-week PBL experience, whichinvolved analyzing a patient case. After PBL wascompleted, posttest measures on self-directedness,technical knowledge, and problem-solving skill wereassessed. Students' reactions to the PBL experiencewere also measured. Analysis of the data found thatthe development of self-directedness varied with groupsize. Students' self-directedness increased in smalland medium size groups, but decreased in large groups. A significant difference was found between the mediumand large groups on this measure. Furthermore,students in small groups rated 5 of 12 aspects of PBLsignificantly higher than did those in large groups,and students in medium size groups rated 10 of 12aspects of PBL significantly higher than did those inlarge groups. Implications of these findings forinstructional design theory, practice, and researchare discussed. 相似文献
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In this commentary, we summarize some of the main themes of the NRC report and note ways in which the papers by Mislevy and Haertel, Gorin, and Abedi and Gándara address the Panel's recommendations. We then briefly review and offer reflections on each paper. We see much to applaud here and also in the broader effort to build bridges between the cognitive and measurement sciences. However, much work remains, not only in building bridges, be also in educating the next generation of psychometricians about cognition and the next generation of teachers about psychometrics. Until that day, even the best work here will have little impact on the business of large-scale assessment. 相似文献