Relationship between 2000-m rowing ergometer performance times and World Rowing Championships rankings in elite-standard rowers     

Pavle Mikulić  Tomislav Smoljanović  Ivan Bojanić  Jo A. Hannafin  Branka R. Matković 《Journal of sports sciences》2013,31(9):907-913

Abstract

In this study, we evaluated the extent to which 2000-m rowing ergometer performance times predicted final rankings at the World Rowing Championships in a sample of 638 rowers of both sexes and body-mass classifications (i.e. open-category and lightweight rowers). Rowing ergometer performance times were examined using a questionnaire, and in 17 of 23 events they were positively correlated (P ≤ 0.049) with the final rankings at the Championships. The highest correlations were for the ergometer performance times achieved by rowers in lightweight men's single sculls (r = 0.78; P = 0.005), women's single sculls (r = 0.75; P = 0.002), men's single sculls (r = 0.72; P = 0.004), and lightweight men's double sculls (r = 0.72; P < 0.001). We used linear regression to establish regression equations to predict final rankings based on 2000-m rowing ergometer performance times for each event in which there was a correlation greater than r = 0.50. Although correlations in 12 events met this criterion, the large standard errors of the estimate hindered ranking predictions in all of the studied events. Regression equations could be used to determine the most probable 2000-m ergometer performance time for a rower to achieve specific rankings at the World Rowing Championships.  相似文献   

Policy makers’ rhetoric of educational change: A critical analysis     

Jasna Kovačević  Zijada Rahimić  Dževad Šehić 《Journal of Educational Change》2018,19(3):375-417

Reforms in education often fail due to insufficient time to implement them, too few charismatic leaders, the influence of the preceding culture, scarce resources or an incapacity to comprehend the complexity of the education system. Most studies dealing with the cognitive aspects of educational change investigate the meaning of change through the lens of the educators and principals and there is not as much research available on the perception and interpretation of change by policy makers and the language they use to communicate messages about policy that affect sensemaking–sensegiving during the process of learning about the changes. Guided by the premise that the language of a reform movement is shaped by its ideology, this article illustrates how press releases of the Ministry of Education in Canton Sarajevo in Bosnia–Herzegovina reflect an exploitation-oriented dominant reform logic. The results of frequency analysis, hierarchical clustering and multidimensional scaling imply that MoE is driven by a top-down perspective to educational change, with a focus on the procedural, organizational and collaborational aspects of reforms that primarily alter the structure of the education system but not its internal substance. We end this paper by suggesting that educational system as complex adaptive system cannot be controlled, but effectively managed through distribution of control and creation of few attractors, benefiting from self-organization in the technical core and making change in the official top-down rhetoric.  相似文献   

DEVELOPMENT TRENDS AND DIVERSIFICATION OF HIGHER EDUCATION     

Dušan Savićević 《Higher Education in Europe》1988,13(1-2):96-98

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Contemporary educational psychology in Yugoslavia: A review of research     

Petar Mandić  Petar Stojaković 《Contemporary educational psychology》1984,9(3):207-213

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Effects of instructional conditions and experience on student reflection: a video annotation study     

Negin Mirriahi  Srećko Joksimović  Dragan Gašević  Shane Dawson 《高等教育研究与发展》2018,37(6):1245-1259

This article reports on the findings of a study that investigated the effects of instructional conditions and prior experience on students’ self-reflection. The study was conducted with the use of a video annotation tool that was used by undergraduate performing arts students to reflect on their video-recorded performances. The study shows a consistent positive effect of previous experience with the video annotation tool for engagement with reflection. Graded instructional conditions with feedback had a positive effect on increasing higher order reflections particularly for students with prior experience with the video annotation tool for reflective purposes. The finding suggests that when including reflection in the curriculum, it is important to consider introducing it at a program or degree level rather than individual courses in order to provide an opportunity for students to gain experience with reflection and any particular tool that is used (e.g., a video annotation tool). Furthermore, reflective tasks should be scaffolded into the curriculum with ample opportunity for formative feedback and summative assessment in order to encourage higher order thinking and foster students’ metacognitive awareness and monitoring for increased goal-setting and acknowledgement of the motive or effect of their observed behavior.  相似文献   

Reconciling rigour and impact by collaborative research design: study of teacher agency     

Nataša Pantić 《International Journal of Research & Method in Education》2017,40(4):329-344

This paper illustrates a new way of working collaboratively on the development of a methodology for studying teacher agency for social justice. Increasing emphasis of impact on change as a purpose of social research raises questions about appropriate research designs. Large-scale quantitative research framed within externally set parameters has often been criticised for its limited potential for capturing the contexts and impacting change, while smaller, locally embedded, mostly qualitative inquiries have been questioned on the grounds of their limited generalizability and sometimes compromising research rigour. New ways of working collaboratively are increasingly explored as a way of reconciling research rigour and impact. The paper presents the procedures for designing a study that is both methodologically rigorous and potentially impactful. Twelve researchers, practitioners and policy-makers in Scotland were extensively involved in designing a mixed-method study of teacher agency for social justice. The Critical Communicative Methodology was employed to establish egalitarian dialogue between researchers and practitioners. The procedures and the resulting research tools can be used in future studies, including large-scale quantitative analysis. The paper discusses the challenges of ownership, choice of methods, and knowledge transfer, that need to be addressed in these ways of working.  相似文献   

Book reviews     

Oskar Anweiler  W. S. Aranski  Lynn Davies  Jeremy J. Greenland  Thomas Heinze  Dieter Lenzen  Hans Scheuerl  Éva Szabolcs  Gordana Zindović Vukadinović 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(2):239-252

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Training for self-instruction: an ongoing experiment     

Gordana Zindović Vukadinović 《Prospects》1988,18(1):27-39

She is national co-ordinator for the CODIESEE programme and directs the self-instruction project in this context. She is the author of experimental programmes to transform school libraries in Serbia into media libraries. She has also written numerous articles on educational technology.  相似文献   

The interplay of social competence and psychopathology over 20 years: testing transactional and cascade models     

Burt KB  Obradović J  Long JD  Masten AS 《Child development》2008,79(2):359-374

Associations among internalizing, externalizing, and social competence were examined in a longitudinal cohort (N = 205) of 8- to 12-year-old children reassessed after 7, 10, and 20 years. Theoretically informed nested structural equation models tested interconnections among broad multi-informant constructs across four developmental periods. Follow-up analyses examined gender invariance, measurement and age effects, and putative common causes. Key model comparisons indicated robust negative paths from social competence to internalizing problems from childhood to adolescence and from emerging adulthood to young adulthood. Social competence and externalizing problems showed strong initial associations in childhood but no longitudinal cross-domain paths. Using a developmental psychopathology framework, results are discussed in relation to cascade and transactional effects and the interplay between competence and symptoms over time.  相似文献   

Teacher training in socialist countries     

Dragutin Franković 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):350-357

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