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51.
Eivind Kaspersen Birgit Pepin Svein Arne Sikko 《International Journal of Research & Method in Education》2017,40(4):421-442
Several attempts have been made to measure and categorize beliefs and practices of mathematics teachers [Swan, M. 2006. “Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers”. Research in Education 75 (1): 58–70]. One of the reasons for measuring both beliefs and practices is to characterize teachers in terms of the relationship between their beliefs and practices. However, the practice-instruments and the beliefs-instruments discussed in the literature are predominately based on differing constructs. Consequently, it is challenging to compare the relationship between beliefs and practices solely based on these instruments. As such, we argue that practice- and beliefs-instruments based on the same construct would be desirable when both beliefs and practices are at stake. This paper presents two Rasch-calibrated instruments that measure the level of teacher-centredness with respect to student teachers’ practices and beliefs about teaching mathematics. From a sample of 160 student teachers, 15 items have been established as being beneficial for measurement, both when the items are translated as practice items and when translated as beliefs items. By studying the invariance between both translations, we conclude that measures from both instruments can be directly compared. 相似文献
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Melanie Knufinke Lennart Fittkau-Koch Els I. S. Møst Michiel A. J. Kompier Arne Nieuwenhuys 《European Journal of Sport Science》2019,19(6):728-735
Sleep is crucial for recovery and skill acquisition in athletes. Paradoxically, athletes often encounter difficulties initiating and maintaining sleep, while having sufficient sleep opportunity. Blue (short-wavelength) light as emitted by electronic screens is considered a potential sleep thief, as it suppresses habitual melatonin secretion. The current study sought to investigate whether blocking short-wavelength light in the evening can improve sleep onset latency and potentially other sleep parameters among recreational athletes. The study had a within-subject crossover design. Fifteen recreational athletes, aged between 18 and 32 years (12 females, 3 males), were randomly assigned to start the intervention period with either the light restriction condition (LR; amber-lens glasses), or the no-light restriction condition (nLR; transparent glasses). Sleep hygiene practices, actigraphy and diary-based sleep estimates were monitored during four consecutive nights within each condition. Sleep hygiene practices did not significantly differ between conditions. Results indicate that blocking short-wavelength light in the evening, as compared to habitual light exposure, significantly shortened subjective sleep onset latency (Δ?=?7?min), improved sleep quality (Δ?=?0.6; scale 1–10), and increased alertness the following morning. Actigraphy-based sleep estimates showed no significant differences between conditions. Blocking short-wavelength light in the evening by means of amber-lens glasses is a cost-efficient and promising means to improve subjective sleep estimates among recreational athletes in their habitual home environment. The relatively small effects of the current study may be strengthened by additionally increasing morning- and daytime light exposure and, potentially, by reducing the alerting effects of media use before bedtime. 相似文献
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Arne Güllich 《Journal of sports sciences》2017,35(23):2281-2288
The study examined developmental participation patterns of international top athletes. Pairs of 83 international medallists (including 38 Olympic/World Champions) and 83 non-medallists were matched by sport, age and gender. A questionnaire recorded their volume of organised (coach-led) practice/training in their respective main sport and in other sports through childhood, adolescence and adulthood, and also involvement in non-organised (peer-led) sport activity. Analyses revealed that the medallists started practice/training in their main sport at an older age than non-medallists and accumulated slightly, but significantly less main-sport practice/training through childhood/adolescence. But they participated in more practice/training in other sports, particularly before entering their main sport. The medallists also maintained engagement in other sports over more years and specialised later than the non-medallists. Other sports engaged in were mostly unrelated to an athlete’s main sport. The results were robust across different types of sports. The observations are reflected against tenets of the “deliberate practice” and “Developmental Model of Sport Participation” frameworks. Early diversified practice and learning experiences are discussed relative to the expansion of youngsters’ potential for future long-term learning. In elite athletes, interaction of sport-specific practice/training with early other-sports participation mostly facilitates long-term attainment of international senior medals. 相似文献
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ABSTRACTThe professional development of teachers in China takes place, to a large extent, in Teaching Research Groups (TRG) that exist in all schools. Though there are diverse models of TRG activities, these might, on the surface, appear to resemble forms of Action Research (AR) or include elements that might resemble AR. In conducting a Lesson Design Study (LDS) with a TRG in Shanghai, we encountered the specific challenge of what might be the interconnectedness and differences between AR and our LDS. To address this issue, we applied a research-informed depiction of the distinguishing characteristics of AR to our LDS. Based on this analysis, we found that (1) in contrast to the depiction of AR that encompasses a choice of methods, our LDS follows a specific ‘design research’ methodology, (2) whereas the depiction of AR is simultaneously directed towards teacher self-change and restructuring the organisation or institution within which the teacher works, LDS concerns more than the practical questions in one local social context and aims to tackle bigger questions across the social contexts in the subject research field, and (3) whereas in the depiction of AR, teachers engage in a process of authentic collaboration with other teachers seeking to improve their practices, in the LDS community the external researchers and expert teachers play other roles in the TRG. Even though there may be differences between the depiction of AR and our LDS, the interconnectedness is important in that both AR and our LDS contribute directly to school-based teacher professional development. 相似文献
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Arne Larsson 《Scandinavian Journal of Educational Research》2013,57(1):67-75
In the article we examine the growth of special education, the expansion of the field and the categories used to classify special education students. Special education began to grow rapidly at the end of the 1960s with the advent of the comprehensive school system. This growth has occurred in both traditional classroom‐type teaching and part‐time, clinic‐type special education characteristic of the modern school model. The catetories used as the basis for transfer to special education have changed very little during the present century. Transfer to schools for the educationally subnormal has been due to lack of mental capacities, while transfer to classes for the socially maladjusted has been based on inability to adapt socially. 相似文献
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Robin Ulriksen Åse Sagatun Henrik Daae Zachrisson Trine Waaktaar Arne Ola Lervåg 《Scandinavian Journal of Educational Research》2013,57(3):357-376
Social support and socioeconomic status (SES) have received considerable attention in explaining academic achievement and the achievement gap between students with ethic majority and immigrant background, and between boys and girls. Using a Structural Equation Modeling approach we examine (1) if there exist a gap in school achievements between these groups, (2) whether social support and SES is associated with achievements across these groups, (3) whether social support is associated with achievements after controlling for SES, and (4) whether achievement gaps are explained by group differences in social support and SES. Self-reported cross-sectional survey and register data from 8,574 10th graders in Norway was employed. Although we found group differences in achievements, and direct associations with social support and SES, we found no group differences in these associations. Controlling for SES and other sources of social support, teachers' support remained a significant positive influence on students' school outcomes. 相似文献
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Arne Carlsen 《Teachers and Teaching》2013,19(3):239-255
This paper starts from the observation that particularly rewarding parts of a set of research interviews were all accompanied by laughter. The interviews in question inquired into organizational practice as sites for individual and collective ‘becoming’, conceived as a set of ongoing authoring acts situated in everyday work. The research interview should be considered amongst those events where such authoring takes place. Interviews constitute events of understanding within the hermeneutics of becoming. Based on two exemplifying strips of dialogues from my interviews, I identify and discuss three kinds of laughter. ‘Positioning laughter’ has the function of affirming authoring acts, welcoming elaboration and creating a general atmosphere of trust. ‘Resonating laughter’ addresses a form of pattern recognition that I suggest amounts to the tuning‐in to an unutterable ‘we’. The function of resonating laughter is that it marks and celebrates this emerging understanding and plants the seeds of a prolonged interpretive effort. ‘Liberating laughter’ addresses and potentially releases from constraints in the event of understanding: whether that be in patterns of the interview as a social event, in prior understanding or in investments into self‐conceptions. The overall function of laughter is that it may enhance implicit interpretation and maintain an open dialectic in understanding; both qualities of particular relevance in becoming interviews. 相似文献
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SCHILLING Arne KIM Seokryul WEISSMANN Daniel TANG Ziying CHOI Sangsu 《浙江大学学报(A卷英文版)》2006,7(9):1482-1491
INTRODUCTION The first phases of the product life cycle are almost completely digitalized nowadays. Single parts or complete product models are modeled with 3D CAD solutions. Assembling single parts to digital mockups (DMUs) is important for checking the de- pendencies between the parts and detecting conflicts. Due to their complexity, such data is managed in specialized Product Data Management (PDM) sys- tems. They gained an increasing importance in many industries during the last d… 相似文献