Plasma ß‐endorphin immunoreactivity: Response to resistance exercise     

Edgar F. Pierce  Norris W. Eastman  Hem T. Tripathi  Kirsten G. Olson  William L. Dewey 《Journal of sports sciences》2013,31(6):499-502

Previous research investigating the response of plasma ß‐endorphins (ß‐EP) to resistance exercise has resulted in equivocal findings. To further examine the effects of resistance exercise on ß‐endorphin immunoreactivity, six resistance‐trained athletes participated in a three‐set series of eight repetitions of isotonic exercise. All exercises were performed at 80% maximal effort. Blood was sampled from the group by venepuncture, both prior to and following the exercise bout, and ß‐endorphin concentration was determined by radioimmunoassay. The results indicated that mean ( ± S.E.) plasma levels of ß‐endorphins following exercise (18.04 ± 3.4 pg ß‐EP ml^‐1) were not significantly changed from pre‐exercise (control) levels (19.59 ± 2.4 pg ß‐EP ml^‐1), although there was considerable inter‐individual variability. Our results support previous research which has reported no significant changes in ß‐endorphin immunoreactivity following resistance exercise, as well as reported findings of considerable variability in the ß‐endorphin response to exercise.  相似文献   

Crossing Borders, Breaking Boundaries: Collaboration Among Higher Education Institutions     

Stacy Duffield  Alan Olson  Renee Kerzman 《Innovative Higher Education》2013,38(3):237-250

Partnerships and collaboration have become popular in higher education; and partnerships with community agencies, K-12 schools, and businesses are common. However, formal and sustained partnerships among institutions of higher education are not nearly as widespread. This article presents a model for collaboration in higher education focused on a partnership among teacher preparation programs at three institutions. The article provides an overview of theoretical underpinnings for collaboration, the process and practices used, and lessons learned by Valley Partnership, as well as the stages of partnership development, the governance model, and key elements related to sustaining the partnership.  相似文献   

THE CONFIDENCE TO TEACH ENGLISH LANGUAGE LEARNERS: EXPLORING COURSEWORK'S ROLE IN DEVELOPING PRESERVICE TEACHERS' EFFICACY     

Margarita Jimenez-Silva  Kate Olson  Norma Jimenez Hernandez 《The Teacher Educator》2013,48(1):9-28

As our schools become increasingly diverse and the effects of immigration can be felt across the nation, some states have mandated that preservice teachers take endorsement courses that focus on teaching English Language Learners (ELLs) with the purpose of ensuring that teachers are able to meet ELLs' social and academic needs. A significant factor in improving instructional practices for ELLs is preservice teachers' confidence in their ability to teach ELLs successfully. What remains to be seen, however, is how best to organize and implement endorsement courses so that they have a positive effect on teachers' confidence to use their new knowledge to teach in effective ways. In this study, we discuss how endorsement curricula can build teachers' self-efficacy for teaching ELLs by not just covering the required content, but by being conscientious in how the curricula are organized and delivered. By providing teachers with the foundational knowledge through the use of meaningful and engaging pedagogical practices, preservice teachers' efficacy and beliefs about instructing ELLs will increase. This, in turn, will provide them with the confidence to teach those who may be very different culturally and linguistically from themselves.  相似文献   

Discourse and the new didactics of scientific literacy   总被引：1，自引：1，他引：0  

Manfred Lang  Susan Drake  John Olson 《课程研究杂志》2013,45(2):177-188

This study examines ways in which students’ experiences of a culturally‐sensitive curriculum may contribute to their developing sense of ethnic identity. It uses a narrative‐inquiry approach to explore students’ experiences of the interaction of culture and curriculum in a Canadian inner‐city, middle‐school context. It considers ways in which the curriculum may be interpreted as the intersection of the students’ home and school cultures. Teachers, administrators, and other members of the school community made efforts to be accepting of the diverse ethnic, linguistic, and religious backgrounds that students brought to the school. However, examination of students’ experiences of school curriculum events and activities revealed ways in which balancing affiliation to their home cultures while at the same time abiding by expectations of their teachers and peers in their school context could be difficult. The stories highlight ways in which curriculum activities and events may contribute to shaping the ethnic identity of students in ways not anticipated by teachers, administrators, and policy‐makers.  相似文献   

Amount and Rate of Talking of Young Children     

Willard C. Olson  Viola Schubart Koetzle 《Journal of Experimental Education》2013,81(2):175-179

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Self-Efficacy,Curriculum Content,Practicum Experience,and the Interest of Social Work Students in Gerontology     

Mark D. Olson 《Educational gerontology》2013,39(7):593-605

The present study examined the linkages among perceptions of self-efficacy, curriculum, and field experience on students’ attitudes and interest in working with older adults. Graduate level social work students were surveyed regarding perceived self-efficacy to intervene with older adult clients, the amount of aging content in the master of social work (MSW) curriculum, and practicum experience with older clients. Regression analysis showed a relationship between attitudes toward older adults and perceptions of self-efficacy. Pearson correlations revealed that self-efficacy was significantly related to levels of gerontology content in curriculum, as well as practicum opportunities to work with older adults. While both gerontology curriculum and practice experience significantly predicted self-efficacy, multiple regression analysis revealed that practice experience had the stronger influence.  相似文献   

PROMOTING EFFECTIVE SCIENCE TEACHER EDUCATION AND SCIENCE TEACHING: A FRAMEWORK FOR TEACHER DECISION-MAKING     

Michael P. Clough  Craig A. Berg  Joanne K. Olson 《International Journal of Science and Mathematics Education》2009,7(4):821-847

Learning and effective teaching are both complicated acts. However, many administrators, teachers, parents, and policymakers appear not to recognize those complexities and their significance for practice. Fueling this perception, recommendations from isolated research findings often neglect the complexities in learning and teaching, and when implemented in classrooms often fall well short of the advertised effect. Consequently, education research is generally ignored, and the resulting research-practice gap raises concerns regarding the utility of university-based teacher education, and education research more generally. However, the strength of education research resides in the synergy resulting from its integration into a unifying system that guides, but does not determine, decision-making. Dewey (1929) argued for teacher decision-making guided by education research, but recently several writers have justly criticized education researchers for not providing comprehensible assistance to educators and policymakers (Good, 2007; Shymansky, 2006; Windschitl, 2005). This paper proposes a decision-making framework for teaching to help beginning and experienced teachers make sense of education research, come to understand crucial teacher decisions, and how those decisions interact to affect student learning. The proposed decision-making framework for teaching has significant utility in the design of science methods courses, science teacher education programs, effective student teacher supervision experiences, and professional development workshops.  相似文献   

Component reading skills in Down Syndrome     

Cláudia Cardoso-Martins  Robin Peterson  Richard Olson  Bruce Pennington 《Reading and writing》2009,22(3):277-292

This study investigates word reading skill in Down Syndrome (DS). Two main questions are addressed: (1) Is reading an island of ability in DS? and (2) What are the cognitive correlates of word reading ability in DS? In particular, how do language versus visual-spatial skills relate to individual differences in reading ability in DS? Participants were 19 individuals with DS, ranging in age from 10 to 19 years, and 19 typically developing children (mean age = 4.9 years) matched with the DS individuals for mental age. Overall, reading ability in DS was very poor. There was no evidence that reading represents an “island of ability” in DS; instead, the average reading level of DS participants was even lower than would be predicted by their IQ. However, there were substantial individual differences in literacy among DS participants. DS word reading and spelling skill correlated strongly with the ability to read by phonological recoding. It also correlated with several language measures. As a matter of fact, the often reported language-mental age gap was found only among the poor readers with DS.  相似文献   

Pictorial depth sensitivity in two-year-old children.     

R K Olson  S L Boswell 《Child development》1976,47(4):1175-1178

2-year-old children's pointing responses to the closer or farther of 2 pictured houses were consistently accurate when the depth information included either interposition or relative height in the picture plane. Picture-plane size was not an effective source of depth information. These results place the emergences of pictorial depth perception prior to 20 months of age for children with previous exposure to pictures.  相似文献   

Designing computer screen displays     

Scott Olson  Deborah Wilson 《Performance Improvement》1985,24(1):16-17

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