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排序方式: 共有113条查询结果,搜索用时 125 毫秒
1.
Carl T. Woods James P. Veale Neil Collier Sam Robertson 《Journal of sports sciences》2017,35(4):325-330
This study investigated the extent to which position in the Australian Football League (AFL) national draft is associated with individual game performance metrics. Physical/technical skill performance metrics were collated from all participants in the 2014 national under 18 (U18) championships (18 games) drafted into the AFL (n = 65; 17.8 ± 0.5 y); 232 observations. Players were subdivided into draft position (ranked 1–65) and then draft round (1–4). Here, earlier draft selection (i.e., closer to 1) reflects a more desirable player. Microtechnology and a commercial provider facilitated the quantification of individual game performance metrics (n = 16). Linear mixed models were fitted to data, modelling the extent to which draft position was associated with these metrics. Draft position in the first/second round was negatively associated with “contested possessions” and “contested marks”, respectively. Physical performance metrics were positively associated with draft position in these rounds. Correlations weakened for the third/fourth rounds. Contested possessions/marks were associated with an earlier draft selection. Physical performance metrics were associated with a later draft selection. Recruiters change the type of U18 player they draft as the selection pool reduces. juniors with contested skill appear prioritised. 相似文献
2.
Reflections about the use of critically reflexive praxis by academic/practitioners are offered based on a case study of a formative evaluation of Circles® USA, a nonprofit organization coordinating initiatives across the U.S. working to move families out of poverty. Critically reflexive praxis is theorized as featuring several themes including acknowledging different levels of context, critical dialogue with collaborators, engaging cultural difference and intersectionalities, problematizing power relations and relationships among researchers and collaborators, and occurring throughout the research project. Examples of critical dialogic reflexivity and navigating common tensions that emerge throughout such community engagement projects are detailed during three phases: planning and design; fieldwork and interviews; and outcomes, applications, and implications. 相似文献
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4.
Gerald Collier 《高等教育研究与发展》1989,8(1):59-68
Radical changes have taken place in the conditions of professional practice in recent decades, which have been recorded and analysed by a number of authors, together with various proposals for the adaptation of courses of professional training. One area in this evolution which has received less than systematic investigation is the greatly increased occurrence of clashes arising from ethical complications in much professional practice, a major source of which has been the greatly increased intermingling of cultures worldwide. In the present paper it is argued that the training of professional practitioners in the understanding of value conflicts is different in nature from the training in the knowledge and techniques specific to a profession. The distinction is traced and a definition offered of the educational problem involved in preparing professional practitioners for handling such matters. The remainder of the paper is taken up with a review of several approaches that have been reported. 相似文献
5.
Margo. L. Brewer Gisela van Kessel Brooke Sanderson Fiona Naumann Murray Lane Alan Reubenson 《高等教育研究与发展》2019,38(6):1105-1120
ABSTRACTThe health, wellbeing and employability of university students are key considerations within higher education. In response, interest in student resilience is on the rise. Reviews of contemporary resilience literature highlight both conceptual and methodological weaknesses, issues which hamper attempts to design effective resilience interventions. To inform the design of a student resilience program, to be piloted at three Australian universities, a scoping review of resilience specific to the higher education context was undertaken. Searches of three electronic databases (PsychINFO, CINAHL and ProQuest) were conducted. Seventy-two peer-reviewed articles published between 2007 and 2017 were included in the review. While the review reaffirms the conceptual and methodological issues found in previous resilience research, it provides a useful critique of key issues in relation to university student resilience and interventions to enhance students’ resilience. Recommendations for educators and researchers are provided. 相似文献
6.
Throughout the history of education, debate has existed between the relative merits of instructed versus constructed knowledge. In this article, we review our program of research in science education for students with disabilities in order to reveal some insights into this debate. We review research in science curriculum, mnemonic strategies, text-processing strategies, hands-on approaches, coached elaborations, “discovery” learning, correlates of effective inclusive science classrooms, and class-wide peer tutoring with differentiated curriculum enhancements. Overall, both instructed and constructed knowledge are important and can be facilitated with appropriate instructional strategies. Implications for practice and future research are provided. 相似文献
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Thomas E. Scruggs Margo A. Mastropieri Lisa Marshak 《Learning disabilities research & practice》2012,27(1):12-20
Ten inclusive middle school social studies classes, including 133 general education students, and 24 students with mild disabilities (21 with learning disabilities and 3 with emotional disabilities), were assigned at random to a traditional instruction condition, or an experimental condition involving classwide peer tutoring with specialized materials and parent training. After 18 weeks of instruction, posttest data revealed that students in the experimental condition gained significantly more than students in the traditional instruction condition. These effects were observed on content included in the tutoring intervention, as well as on related content that was taught but not included in the tutoring intervention. Results are discussed within the context of recent research on inclusive secondary content area instruction. 相似文献
9.
Fake news has become a prominent topic of public discussion, particularly among elites. Recent research has explored the prevalence of fake news during the 2016 election cycle and possible effects on electoral outcomes. This scholarship has not yet considered how elite discourse surrounding fake news may influence individual perceptions of real news. Through an experiment, this study explores the effects of elite discourse about fake news on the public’s evaluation of news media. Results show that exposure to elite discourse about fake news leads to lower levels of trust in media and less accurate identification of real news. Therefore, frequent discussion of fake news may affect whether individuals trust news media and the standards with which they evaluate it. This discourse may also prompt the dissemination of false information, particularly when fake news is discussed by elites without context and caution. 相似文献
10.
J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744