Campus Book Delivery at the University of Oklahoma     

Molly Murphy 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2019,28(5):129-137

Abstract

At the University of Oklahoma, we began campus or home delivery of items from our library as well as those from other libraries. We have added more services over the years in response to requests from our users. In doing so, we found room for improvements. This paper addresses some of the issues we encountered.  相似文献   

School governance: policy,politics and practices     

Mark Murphy 《教育政策杂志》2018,33(6):862-863

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Book reviews     

Jim Murphy  Robin Jones  Robert McCaig  K. M. Harman  Carolyn D. Baker 《The Australian Educational Researcher》1990,17(2):75-85

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Considerations for protein intake in managing weight loss in athletes     

Caoileann H. Murphy  Amy J. Hector 《European Journal of Sport Science》2015,15(1):21-28

Abstract

A large body of evidence now shows that higher protein intakes (2–3 times the protein Recommended Dietary Allowance (RDA) of 0.8 g/kg/d) during periods of energy restriction can enhance fat-free mass (FFM) preservation, particularly when combined with exercise. The mechanisms underpinning the FFM-sparing effect of higher protein diets remain to be fully elucidated but may relate to the maintenance of the anabolic sensitivity of skeletal muscle to protein ingestion. From a practical point of view, athletes aiming to reduce fat mass and preserve FFM should be advised to consume protein intakes in the range of ～1.8–2.7 g kg^?1 d^?1 (or ～2.3–3.1 g kg^?1 FFM) in combination with a moderate energy deficit (?500 kcal) and the performance of some form of resistance exercise. The target level of protein intake within this recommended range requires consideration of a number of case-specific factors including the athlete's body composition, habitual protein intake and broader nutrition goals. Athletes should focus on consuming high-quality protein sources, aiming to consume protein feedings evenly spaced throughout the day. Post-exercise consumption of 0.25–0.3 g protein meal^?1 from protein sources with high leucine content and rapid digestion kinetics (i.e. whey protein) is recommended to optimise exercise-induced muscle protein synthesis. When protein is consumed as part of a mixed macronutrient meal and/or before bed slightly higher protein doses may be optimal.  相似文献   

Augmenting performance feedback does not affect 4 km cycling time-trials in the heat     

Mark Waldron  Vincent Villerius  Aron Murphy 《Journal of sports sciences》2015,33(8):786-794

We compared the effects of (1) accurate and (2) surreptitiously augmented performance feedback on power output and physiological responses to a 4000 m time-trial in the heat. Nine cyclists completed a baseline (BaseL) 4000 m time-trial in ambient temperatures of 30°C, followed by two further 4000 m time-trials at the same temperature, randomly assigning the participants to an accurate (ACC; accurate feedback of baseline) or deceived (DEC; 2% increase above baseline) feedback group. The total power output (PO) and aerobic (P_aer) and anaerobic (P_an) contributions were determined at 0.4 km stages during the time-trials, alongside measurements of rectal (T_rec) and skin (T_skin) temperatures. There were no differences (P > 0.05) in any of the variables between BaseL, ACC and DEC, despite increases (P < 0.05) in T_rec and T_skin. Typical pacing profiles were demonstrated; however, there was no interaction (P > 0.05) between feedback condition and time-trial stage. Providing surreptitiously augmented performance feedback to well-trained cyclists did not alter their performance or physiological responses to a 4000 m time-trial in a hot environment. The assumed influence of augmented performance feedback was nullified in the heat, perhaps reflecting a central down-regulation of exercise intensity in response to an increased body temperature.  相似文献   

Developing Critical Social Justice Literacy in an Online Seminar     

Elizabeth Bondy  Amy S. Murphy  Rachel Wolkenhauer  Desi Krell 《Equity & Excellence in Education》2015,48(2):227-248

The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators’ perspectives of the purposes, pedagogy, and outcomes of one course, Critical Pedagogy. Fourteen of the 19 students enrolled in the online course participated in one of six online focus groups following the conclusion of the course. Using constructivist grounded theory methods, the researchers identified the different ways in which students responded to the course, what they learned, and how they enacted their learning as well as the features of the course that the students believed contributed to their learning and practice. The study provides insight into features of online pedagogy that appear to facilitate transformative learning. It further provides insight into the kinds of content and assignments that may promote critical social justice praxis among educators.  相似文献   

Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualising coteaching in pre-service science teacher education     

Colette Murphy  Kathryn Scantlebury  Catherine Milne 《Asia-Pacific Journal of Teacher Education》2015,43(4):281-295

Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students’ attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching, and we suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning. In providing structure and tools for effective implementation of coteaching, our model addresses three core elements of coteaching: coplanning, copractice, and coevaluation. The model was piloted in relation to pre-service teachers’ development in reflective practice and reducing the gap between theory and classroom practice.  相似文献   

Exploring the impact of coteaching on pre-service music teachers     

Marita Kerin  Colette Murphy 《Asia-Pacific Journal of Teacher Education》2015,43(4):309-323

This study describes and analyses how coteaching affected undergraduate music education preservice teachers (PSTs). During an 8-week school placement, coteaching was used as a means of creating a reciprocal professional learning arrangement involving PSTs and primary school teachers. The theoretical framework draws on the Russian concept of obuchenie, which is a dialectical process of mutual adaptation between student and teacher. Music education PST participated as subject expert/pedagogy novice, while generalist classroom teacher occupied the role of pedagogy expert/music novice. Findings relate to the acquisition of four aspects of teacher professional agency, subject or content knowledge, pedagogical knowledge, curricular knowledge, and pedagogical content knowledge. A thematic analysis was undertaken using data from interviews, PST reflective journals, observations, lesson plans, and researcher field-notes. In comparison with the traditional school placement, there was a radical improvement in the development of professional agency amongst the coteaching cohort.  相似文献   

A Comparison of Teacher Effectiveness Measures Calculated Using Three Multilevel Models for Raters Effects     

Daniel L. Murphy  S. Natasha Beretvas 《教育实用测度》2015,28(3):219-236

This study examines the use of cross-classified random effects models (CCrem) and cross-classified multiple membership random effects models (CCMMrem) to model rater bias and estimate teacher effectiveness. Effect estimates are compared using CTT versus item response theory (IRT) scaling methods and three models (i.e., conventional multilevel model, CCrem, CCMMrem). Results indicate that ignoring rater bias can lead to teachers being misclassified within an evaluation system. The best estimates of teacher effectiveness are produced using CCrems regardless of scaling method. Use of CCMMrems to model rater bias cannot be recommended based on the results of this study; combining the use of CCMMrems with an IRT scaling method produced especially unstable results.  相似文献   

Father of Route 66: The Story of Cy Avery Susan Croce Kelly. Norman: University of Oklahoma Press, 2014.          下载免费PDF全文

Daniel P. Murphy 《Journal of American culture (Malden, Mass. : 2003)》2016,39(4):460-461

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