Beliefs of experienced and student teachers about the nature and purpose of social studies education in New Zealand elementary schools     

Eleanor M. Hawe  Isabel Browne  Alexis Siteine  Bryan Tuck 《Asia Pacific Journal of Education》2010,30(3):289-304

This paper reports on an investigation carried out in New Zealand into experienced elementary and student teachers’ beliefs about the nature and purpose of social studies education. Since its inclusion in New Zealand's curriculum, social studies has been organized around the notion of citizenship education with curricula and programmes of work influenced by four overarching “traditions” – social studies as: citizenship transmission; social science; reflective inquiry; and personal, social and ethical empowerment. A 20-item scale based on these traditions was administered to 228 student teachers and 64 experienced teachers. A factor analysis indicated that participants' perceptions of the dimensions of social studies education were, with one exception, reasonably close to the four traditions. Despite the contested nature of social studies, the student and experienced teachers held similar positions on the relative importance of the traditions and dimensions. It is argued that this agreement arises, wholly or in part, from their common “apprenticeship of experience” in classrooms, the broader socio-historical context in which their beliefs were developed, the widespread influence of a prevalent educational discourse, and a shared lack of experience in formal knowledge associated with specific social science disciplines. It was concluded that the uncomfortable generational encounters often reported in the literature between novice and experienced teachers are unlikely to occur in relation to the teaching of elementary social studies in New Zealand.  相似文献   

The electrocardiographic manifestations of athlete’s heart and their association with exercise exposure     

Bram Bessem  Matthijs C. De Bruijn  Wybe Nieuwland  Johannes Zwerver  Maarten Van Den Berg 《European Journal of Sport Science》2018,18(4):587-593

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Gendered perceptions of typical engineers across specialties for engineering majors     

Margaret S. Kelley  Kimberley K. Bryan 《Gender and education》2018,30(1):22-44

Young women do not choose to be engineers nearly as often as young men, and they tend to cluster in particular specialties when they do. We examine these patterns and the role of gender schemas as applied to perceptions of typical engineers in understanding the choices that women make in terms of engineering specialties. We use Part 1 of two waves of survey data collected from first-year engineering students at a large Midwestern university in the fall of 2014. Respondents scored typical engineers on 60 items from the Bem Sex-Role Inventory [Bem, S. L. 1974. “The Measurement of Psychological Androgyny.” Journal of Consulting and Clinical Psychology 42: 155–162]. Preliminary results show that women consider the typical engineer to be more masculine compared to the impressions gathered from men. Additionally, engineering gender schemas predict some specialty areas but not all, suggesting that gendered perceptions may not affect choice of specialty. Our results provide insight into the decisions that women make once entering engineering.  相似文献   

Observing response processes with eye tracking in international large-scale assessments: evidence from the OECD PIAAC assessment     

Bryan Maddox  Andrew P. Bayliss  Piers Fleming  Paul E. Engelhardt  S. Gareth Edwards  Francesca Borgonovi 《European Journal of Psychology of Education - EJPE》2018,33(3):543-558

This paper reports on a pilot study that used eye tracking techniques to make detailed observations of item response processes in the OECD Programme for the International Assessment of Adult Competencies (PIAAC). The lab-based study also recorded physiological responses using measures of pupil diameter and electrodermal activity. The study tested 14 adult respondents as they individually completed the PIAAC computer-based assessment. The eye tracking observations help to fill an ‘explanatory gap’ by providing data on variation in item response processes that are not captured by other sources of process data such as think aloud protocols or computer-generated log files. The data on fixations and saccades provided detailed information on test item response strategies, enabling profiling of respondent engagement and response processes associated with successful performance. Much of that activity does not include the use of the keyboard and mouse, and involves ‘off-screen’ use of pen and paper (and calculator) that are not captured by assessment log-files. In conclusion, this paper points toward an important application of eye tracking in large-scale assessments. This includes insights into response processes in new domains such as adaptive problem-solving that aim to identify individuals’ ability to select and combine resources from the digital and physical environment.  相似文献   

The compatibility of zero-sum logic and mutualism in sport     

Adam Berg 《体育哲学杂志》2018,45(3):259-278

This essay argues that within competitive sport zero-sum logic and the theory of mutualism are compatible and complementary. Drawing on Robert Simon’s theory of mutualism and Scott Kretchmar’s argument for zero-sum logic, this article shows how athletes can strive for a clear-cut victory and shared benefits such as athletic excellence fully and wholeheartedly at the same time. This paper will also consider how acknowledgment of this dynamic could advance understandings for ethical theories for sport. It will then conclude by describing a subjective approach that will make the affinity of zero-sum logic and mutualism more accessible for sports people.  相似文献   

MenCare+ in South Africa: findings from a gender transformative young men’s group education on sexual and reproductive health and rights     

Harald Kedde  Kerryn Rehse  Giovanni Nobre  Wessel van den Berg 《Sex education》2018,18(2):206-218

This paper details findings from an evaluation of a gender-transformative sexual and reproductive health and rights group education programme facilitated with young men aged 15–24 years in South Africa. A total of 475 young men participated in the group education programme. A self-administered pre- and post-questionnaire survey was conducted with a sample of the participants, and focus group discussions were facilitated. A total of 265 young men completed both the pre and post-questionnaires. Findings from the surveys as well as the focus group discussions showed positive changes in gender equitable attitudes, contraception and condom use. Results indicate that the young men who participated in the group education learned to identify harmful gender norms and actively questioned these constructs both within their personal lives and in the broader community. The intervention enabled some participants to envision alternative versions of masculinity and femininity, thus enabling them to adopt a new way of being, with transformed attitudes concerning household and gender roles.  相似文献   

Interleukin-6 and Delayed Onset Muscle Soreness Do Not Vary During the Menstrual Cycle     

Morgan E. Chaffin  Kris E. Berg  Jessica R. Meendering  Tamra L. Llewellyn  Jeffrey A. French  Jeremy E. Davis 《Research quarterly for exercise and sport》2013,84(4):693-701

The purpose of this study was to determine if a difference in interleukin-6 (IL-6) and delayed onset muscles soreness (DOMS) exists in two different phases of the menstrual cycle. Nine runners performed one 75-min high-intensity interval running session during the early follicular (EF) phase and once during the midluteal (ML) phase of the menstrual cycle. Estrogen and progesterone levels were significantly reduced in the EF phase when compared to the ML phase. IL-6 levels increased from pre- to postexercise in the EF and ML phases (p < .001). There was no relationship between the IL-6 level and DOMS. The results suggest that menstruating female runners need not vary training throughout the month to reduce DOMS.  相似文献   

Spatial memory in rats: Resistance to retroactive interference     

William S. Maki  Susan Brokofsky  Bruce Berg 《Learning & behavior》1979,7(1):25-30

Treatments that interfere with animals’ short-term retention (e.g., in delayed matching-to-sample) were studied using a spatial memory task. Rats performed in an eight-arm radial maze in which choosing each arm without repetition was the optimal behavior. Performances were interrupted between fourth and fifth choices for a delay of 15 sec to 2 min. A variety of events occurring during the delay interval did not disrupt memories for prior choices (as assessed by the accuracy of postdelay choices). The ineffective treatments included variations in visual and auditory environments, removal from the maze, food consumed during the delay, a distinctive odor added to the maze, or combinations of these manipulations. Additionally, performance on another spatial task (a four-arm maze) during the delay between Choices 4 and 5 did not interfere with performance in the eight-arm maze. These findings suggest that rats’ memories for spatial locations are immune to retroactive interference, at least within the range of conditions reported, and that the rat can successfully segregate memories for spatial locations established in different contexts.  相似文献   

MTV unleashed     

Bryan Berg  Dianne Turner 《TechTrends》1993,38(3):28-31

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Peer assessment in university teaching: evaluating seven course designs     

Ineke van den Berg  Wilfried Admiraal  Albert Pilot 《Assessment & Evaluation in Higher Education》2006,31(1):19-36

Peer assessment is understood to be an arrangement with students assessing the quality of their fellow students’ writings and giving feedback to each other. This multiple‐case study of seven designs of peer assessment focuses on the contribution of peer assessment to the acquisition of undergraduates’ writing skills. Its aim is to arrive at an optimal design of peer assessment. Factors included in this study are: the quality of peer assessment activities, the interaction between students in oral peer feedback, students’ learning outcomes, and their evaluation of peer assessment. Most students took assessing the work of their fellow students seriously, and included the peer feedback in the revision of their work. In most conversations, students provided feedback in an evaluative manner. In others, the interaction was more exploratory. For peer assessment, we recommend a combination of written and oral peer feedback.  相似文献