Indicators of sailing performance in youth dinghy sailing     

Margot Callewaert  Jan Boone  Bert Celie  Dirk De Clercq 《European Journal of Sport Science》2015,15(3):213-219

Abstract

This study aimed to determine indicators of sailing performance in 2 (age) groups of youth sailors by investigating the anthropometric, physical and motor coordination differences and factors discriminating between elite and non-elite male optimist sailors and young dynamic hikers. Anthropometric measurements from 23 optimist sailors (mean ± SD age = 12.3 ± 1.4 years) and 24 dynamic youth hikers (i.e. Laser 4.7, Laser radial and Europe sailors <18 years who have to sail the boat in a very dynamic manner, due to a high sailor to yacht weight ratio) (mean ± SD age = 16.5 ± 1.6 years) were conducted. They performed a physical fitness test battery (EUROFIT), motor coordination test battery (Körperkoordinationstest für Kinder) and the Bucket test. Both groups of sailors were divided into two subgroups (i.e. elites and non-elites) based on sailing expertise. The significant differences, taking biological maturation into account and factors discriminating between elite and non-elite optimist sailors and dynamic hikers were explored by means of multivariate analysis of covariance and discriminant analysis, respectively. The main results indicated that 100.0% of elite optimist sailors and 88.9% of elite dynamic hikers could be correctly classified by means of two motor coordination tests (i.e. side step and side jump) and Bucket test, respectively. As such, strength- and speed-oriented motor coordination and isometric knee-extension strength endurance can be identified as indicators of sailing performance in young optimist and dynamic youth sailors, respectively. Therefore, we emphasise the importance of motor coordination skill training in optimist sailors (<15 years) and maximum strength training later on (>15 years) in order to increase their isometric knee-extension strength endurance.  相似文献   

An Investigation of Media Influences on Elementary Students Representations of Scientists     

Donna Farland-Smith  Kevin Finson  William J. Boone  Melissa Yale 《Journal of Science Teacher Education》2014,25(3):355-366

Even long before children are able to verbalize which careers may be interesting to them, they collect and store ideas about scientists. For these reasons, asking children to Draw-A-Scientist has become an accepted method to provide a glimpse into how children represent and identify with those in the science fields. Years later these representations may translate into student’s career choice. Since 1995, children’s illustrations of scientists have been assessed by the Draw-A-Scientist Checklist (DAST-C). The checklist was created from the common aspects or features found in illustrations from previous studies and were based initially on the scientists, broken down into “stereotypical” and “alternative” images shown in the drawings. The purpose of this paper is to describe the development, field test and reliability of the modified Draw-A-Scientist Test (DAST) and The Draw-A-Scientist Rubric designed as an improvement of the DAST-C to provide a more appropriate method of assessing students’ drawings of scientists. The combination of the modified DAST and the DAST Rubric brings more refinement as it enables clarities to emerge and subsequently increased detail to what one could ascertain from students about their mental images of scientists.  相似文献   

University of Arkansas for Medical Sciences electronic health record and medical informatics training for undergraduate health professionals     

Jan K Hart  Bruce W Newton  Steven E Boone 《Journal of the Medical Library Association》2010,98(3):212-216

The University of Arkansas for Medical Sciences (UAMS) is planning interprofessional training in electronic health records (EHRs) and medical informatics. Training will be integrated throughout the curricula and will include seminars on broad concepts supplemented with online modules, didactic lectures, and hands-on experiences. Training will prepare future health professionals to use EHRs, evidence-based medicine, medical decision support, and point-of-care tools to reduce errors, improve standards of care, address Health Insurance Portability and Accountability Act requirements and accreditation standards, and promote appropriate documentation to enable data retrieval for clinical research. UAMS will ensure that graduates are ready for the rapidly evolving practice environment created by the HITECH Act.  相似文献   

Library Management in Trivandrum,India     

Sybil Boone 《期刊图书馆员》2017,72(1-4):105-110

ABSTRACT

The authors present assessment strategies, research results, and decision making in the process of building a website and formalizing management procedures for a library in Kerala, India serving a significant number of deaf students. The strategies include user interviews and developing user experience personas, collecting and incorporating examples from other library sites in building a new website, and communicating new methods of managing and promoting library resources to the university community. The co-presenters encountered difficulties and some resistance regarding their suggestions for changes in the website as well as the public and technical services offered by the library due to differences in infrastructure and expectations in academic culture.  相似文献   

Reintegrating Janus: Eclectics and dialectics in counselling and psychotherapy     

Robert H. Short  Brian J. Boone  Gretchen C. Hess 《International journal for the advancement of counseling》1996,19(3):213-227

The history of science reveals a number of significant shifts in the conception of the universe. Recently, 20th century physics with its new discoveries has broken away from the traditional view of the universe to seeing it as interrelated, holistic, and emergent. This version of reality is complementary with the concept of dialectics. Dialectics is defined accordingly and its flexibility is suited to guide the present eclectic stance in counselling psychology and psychotherapy. Counselling psychology and psychotherapy are discussed within Kuhn's (1970) framework of normal science, crisis, and revolution. The normal science phase demonstrates variations of the subject/object dichotomy, and active/passive therapeutic orientations. Eclecticism reflects the crisis stage. Eclecticism is a multiple perspective that does not usually guide metatheory. The revolution and resolution phase for therapeutic psychology is manifested in a new paradigm based on dialectics. Dialectics makes eclecticism legitimate and comments towards that end are presented.  相似文献   

Design,validation, and use of an evaluation instrument for monitoring systemic reform     

Kathryn Scantlebury  William Boone  Jane Butler Kahle  Barry J. Fraser 《科学教学研究杂志》2001,38(6):646-662

Over the past decade, state and national policymakers have promoted systemic reform as a way to achieve high‐quality science education for all students. However, few instruments are available to measure changes in key dimensions relevant to systemic reform such as teaching practices, student attitudes, or home and peer support. Furthermore, Rasch methods of analysis are needed to permit valid comparison of different cohorts of students during different years of a reform effort. This article describes the design, development, validation, and use of an instrument that measures student attitudes and several environment dimensions (standards‐based teaching, home support, and peer support) using a three‐step process that incorporated expert opinion, factor analysis, and item response theory. The instrument was validated with over 8,000 science and mathematics students, taught by more than 1,000 teachers in over 200 schools as part of a comprehensive assessment of the effectiveness of Ohio's systemic reform initiative. When the new four‐factor, 20‐item questionnaire was used to explore the relative influence of the class, home, and peer environment on student achievement and attitudes, findings were remarkably consistent across 3 years and different units and methods of analysis. All three environments accounted for unique variance in student attitudes, but only the environment of the class accounted for unique variance in student achievement. However, the class environment (standards‐based teaching practices) was the strongest independent predictor of both achievement and attitude, and appreciable amounts of the total variance in attitudes were common to the three environments. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 646–662, 2001  相似文献   

Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK)     

Melanie Jüttner  Williame Boone  Soonhye Park  Birgit J. Neuhaus 《Educational Assessment, Evaluation and Accountability》2013,25(1):45-67

Research on teachers’ professionalism and professional development has increased in the last two decades. A main focus of this line of research has been the cognitive component of teacher professionalism, i.e., professional knowledge. Most of the previous studies on teacher knowledge—such as the Learning Mathematics for Teaching (LMT) (Hill et al. 2004), the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´ Mathematical Literacy (COACTIV) (Baumert et al. 2010), and the Mathematics Teaching in the 21st Century (MT21) (Schmidt et al. 2007) studies—have been conducted in the field of mathematics teachers’ pedagogical content knowledge (PCK) and content knowledge (CK). There have been few comparable studies conducted with science teachers, especially biology teachers. To fill the gap, this study examines the development and use of instruments to measure biology teachers’ CK and PCK. In particular, this study describes a method to develop reliable, objective, and valid instruments measuring teachers’ CK and PCK in four steps by the use of empirical data of students. Additionally, the study explores whether CK and PCK might be measured as separate knowledge categories by using a paper-and-pencil test. This paper presents a theoretical model that guides test development and provides steps to develop and validate the instruments. Details are also provided regarding the computation of the Rasch scale score measures for 158 biology teachers. The results indicate that the instruments measured teachers’ CK and PCK in an objective, valid, and reliable way. This suggests that the new instruments can be used in combination with classroom observations to examine teaching quality and further its relation to student learning.  相似文献   

A Value-Added Partnership Between a Chief Learning Officer and a Medical Librarian     

Carol Maietta  Sybil H. Bullock 《Medical reference services quarterly》2013,32(4):375-384

A community-based participatory research project was conducted to identify health information needs of clients (an underserved population) at a homeless shelter. Staff at the shelter, medical students, and public librarians were sought as outreach partners; their needs and challenges in accessing health information resources to serve underserved populations were also assessed. The community needs assessment yielded results that helped shape a medical library's efforts in supporting medical students’ service-learning activities related to humanistic education. The resulting data also informed library decisions on health information education outreach programs tailored to vulnerable, underserved populations and community partners serving the specific populations in the communities.  相似文献   

What Makes the Finnish Different in Science? Assessing and Comparing Students' Science Learning in Three Countries     

Cornelia Geller  William J. Boone  Hans E. Fischer 《International Journal of Science Education》2013,35(18):3042-3066

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Why are teacher recommendations at the transition from primary to secondary education socially biased? A mixed-methods research     

Simon Boone  Mieke Van Houtte 《British Journal of Sociology of Education》2013,34(1):20-38

The consequences of educational differentiation have been at the centre of research in sociology of education during the past decades. Processes of educational allocation have, however, received much less attention. Despite the fact that research has shown that teacher recommendations in France and Germany are partly determined by pupils’ social background, studies that inquire into the causes of this social bias seem to be virtually inexistent. This study aims to examine whether teacher recommendations at the transition from primary to secondary education in Flanders (northern, Dutch-speaking part of Belgium) are also socially biased, and if so what causes these differentials in advice, using a mixed-methods design. We found the advice given by primary school teachers to be partly determined by pupils’ social background. Analysis of the qualitative data suggests that teachers tend to evaluate pupils from low socio-economic status backgrounds less positively, due to their emphasis on specific pupil characteristics.  相似文献