Is movement variability important for sports biomechanists?     

Roger Bartlett  Jon Wheat  Matthew Robins 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):224-243

This paper overviews the importance for sports biomechanics of movement variability, which has been studied for some time by cognitive and ecological motor skills specialists but, until quite recently, had somewhat been overlooked by sports biomechanists. The paper considers biomechanics research reporting inter- and intra-individual movement variability in javelin and discus throwing, basketball shooting, and locomotion. The overview does not claim to be comprehensive and we exclude such issues as the theoretical background to movement and coordination variability and their measurement. We overview evidence, both theoretical and empirical, of inter-individual movement variability in seeking to achieve the same task goal, in contrast to the concept of “optimal” movement patterns. Furthermore, even elite athletes cannot reproduce identical movement patterns after many years of training, contradicting the ideas of motor invariance and “representative” trials. We contend that movement variability, far from being solely due to neuromuscular system or measurement “noise” – as sports biomechanists may have previously supposed – is, or could be, functional. Such functionality could allow environmental adaptations, reduce injury risk, and facilitate changes in coordination patterns. We conclude by recommending that sports biomechanists should focus more of their research on movement variability and on important related topics, such as control and coordination of movement, and implications for practice and skill learning.  相似文献   

Major League Baseball and the Dominican Republic: What is in the best interest of the players?     

Adrien Bouchet  Michael Troilo  Jon Welty Peachey 《Sport Management Review》2013,16(2):236-250

This case is about Major League Baseball and the Dominican Republic. We explore how Major League Baseball has used this Caribbean island as an inexpensive labor market and the social problems of the situation. Specifically, we examine Corporate Social Responsibility, the leadership of Sandy Alderson, ethics and the various stakeholders involved. We also look into possible reform alternatives while addressing the central question: What is in the best interest of the players?  相似文献   

Towards a Collaborative Approach to Teacher Empowerment     

Vic Lally  Jon Scaefe 《British Educational Research Journal》1995,21(3):323-338

This paper outlines a project based on an approach to teacher empowerment through collaborative action research. Using accounts from teachers involved in the project, the conditions necessary for the development of collegiality on in-service courses are explored. The nature and significance of agenda setting and ways of introducing tools for empowerment are described. The use of collaborative autobiography (CA), interpersonal process recall (1PR) and a general supervisory framework (GSF) are analysed in detail. The paper concludes with comment on the extent to which teachers are empowered by these tools to reconstruct the complex relationships between power, knowledge, ideology and schooling which dominate much of their working lives.  相似文献   

‘Good books’: is there a future for academic writing within the educational publishing industry?     

Jon Nixon 《British Journal of Sociology of Education》2005,26(1):91-103

This paper draws on questionnaire responses received (via e‐mail) during the period 2002–2003 from senior commissioning editors located within seven of the major UK publishing outlets. Drawing on the analytical framework of an earlier study by Nixon (1999 Nixon, J. (1999). Teachers, writers, professionals. Is there anybody out there. British Journal of Sociology of Education, 20(2): 207–221. [Taylor & Francis Online], [Web of Science ®] [Google Scholar]), it focuses on the mediation of educational studies by market forces operating within and upon the educational publishing industry. More specifically it explores issues relating to the construction of readership, authorship and editorship within that force field of market pressures. Central to the argument is the claim that, in its increasing exposure to market forces, the public space afforded by educational publishing is now highly restrictive. The paper concludes with a call for a sustained debate on the future of academic publishing in general, and educational publishing in particular.  相似文献   

Learning to observe: using video to improve preservice mathematics teachers’ ability to notice     

Jon R. Star  Sharon K. Strickland 《Journal of Mathematics Teacher Education》2008,11(2):107-125

Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’ ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication during a lesson.

Jon R. StarEmail:

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Concerns about research and prevention strategies in Munchausen Syndrome by Proxy (MSBP) abuse     

Eminson M  Jureidini J 《Child abuse & neglect》2003,27(4):413-420

There would seem to be three motives for research into Munchausen Syndrome by Proxy (MSBP) abuse; first to enhance treatment; second to enhance our understanding of the psychopathology of those who carry out the abuse; and third to find interventions to prevent its occurrence. We will argue that only the first justification is valid. The second and third should be questioned for several reasons including: MSBP abuse is the wrong kind of event to think of in terms of categorical diagnosis; rare events are inherently difficult to predict; and better research targets are available. We propose that research energy would be more productively directed towards furthering our understanding of somatization and certain problematic aspects of modern pediatric practice. We offer suggestions as to appropriate areas for research.  相似文献   

The Virtual Field Station (VFS): using a virtual reality environment for ecological fieldwork in A-Level biological studies—Case Study 3     

Roger Poland  Linda Baggott la Velle  Jon Nichol 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(2):215-231

Case studies are one way of producing the evidential base necessary for ICT to become embedded in everyday teaching and learning. Such case studies are vital for the purposes of generalisation. Also, teacher generated case-studies have the benefit of being research that is done by teachers in conjunction with Higher Education support and mediation, as opposed to research being done to teachers by Higher Education. One such teacher-generated case study at the cutting edge of ICT researches the effectiveness of a Virtual Field Station for the teaching of an A Level biology topic. The subject was the exotic one of the Mediterranean sea turtle. Student fieldwork involving these fascinating creatures is desirable but difficult, as the sea turtle's habitat is the archipelago of the Aegean Sea. The paper argues that a Virtual Field Centre is an effective substitute for actuality in terms of the development of student knowledge and understanding for examination purposes. As such, it is an innovative development that sits at the forefront of an area of Science Education that is rapidly developing, ie ICT-mediated teaching and learning.  相似文献   

Do public schools have a future? A case study of retrenchment and its implications     

Daniel L. Duke  Jon S. Cohen 《The Urban Review》1983,15(2):89-105

The present paper describes a model for predicting the consequences of reduced funding for public education and a case study designed as an initial test of the validity of the model. The case study highlights an inner-city high school in San Jose, California, during the aftermath of Proposition 13. As a result of the passage of Proposition 13 in 1978, severe limitations were placed on the ability of school districts in California to generate revenues from property taxes. San Jose High School was forced to cut programs and personnel. The impact of these cuts on the capacity of the school to serve its urban clients is investigated. Findings from the case study support the model's prediction that budget cuts in public education are more likely to exert a negative impact on disadvantaged students than on students from middle-class homes. Implications of further cuts in public education in general are discussed in the concluding section of the paper.  相似文献   

Mass Schooling: a tool of capitalist domination?     

Jon Lauglo 《Compare》1985,15(1):21-27

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The Challenge of Professional Development in Jewish Studies: Why the Conventional Wisdom May Not Be Enough     

Ziva R. Hassenfeld  Jon A. Levisohn 《Journal of Jewish Education》2019,85(1):53-75

ABSTRACT

This article examines the ways that Jewish studies teachers think about their teaching. It analyzes data from a three month teacher study group in which teachers read educational research articles as a framework for reflecting on their own teaching. The data suggest that Jewish studies teachers take one of two approaches in talking about their teaching: Half the teachers focused on the process of teaching, the specific modalities and teaching moves they employed, while the other half focused on the goals of teaching, the specific outcomes they wanted to see in their students. We also found that those teachers who were more focused on outcomes (rather than process) saw personal identity as an essential ingredient in effective Jewish education. This article raises questions about the efficacy of transferring professional development models from general education to Jewish education, without special attention to the specific cultural context of Jewish studies.  相似文献