Keeping Both Hands on the Wheel: Integrated Basic Education Skills Training (IBEST) for Commercial Truck Driving     

Kara Garrett  Sandy Cheek 《Community College Journal of Research & Practice》2013,37(6):523-524

IBEST is an innovative program that integrates English language skills with an intensive vocational training program and culminates in eligibility for a high wage commercial truck-driving career. Participants gain language skills, college credit, and vocational skills. Effective partnerships, scheduling, and instructional approaches are discussed.  相似文献   

Classroom community and possible selves: implications for midcareer teacher seminars     

Romena M. Garrett Holbert 《Teachers and Teaching》2013,19(1):44-60

Much research examines professional learning for pre-service and beginning teachers. However, in midcareer, teaching satisfaction and effectiveness are challenged by decreased recognition and support and increasing stressors including isolation, accountability demands, mentorship roles, and personal/family responsibilities. Often, midcareer teachers (MTs) pursue graduate degrees to advance skills, licenses held, and achieve recognition. This qualitative exploratory study examined classroom community (CC) development across three graduate seminars for MTs. Increased CC was connected to course structures and instructor actions which supported teachers’ reflection upon practice and envisioning of possible selves. Personal/family selves, teaching selves, and academic selves emerged. The model developed connects CC, motivators, and enacted classroom practices to each set of possible selves. Findings suggest increased attention to campus-based graduate seminars as avenues for the development of trust, open dialog, reflection, strategy building, and improved classroom practice among MTs.  相似文献   

Altruism in death: Attitudes to body and organ donation in Australian students     

Rebekah A. Jenkin  Samuel A. Garrett  Kevin A. Keay 《Anatomical sciences education》2023,16(1):27-46

Health education, research, and training rely on the altruistic act of body donation for the supply of cadavers. Organ transplantation and research rely on donated organs. Supply of both is limited, with further restrictions in Australia due to requirements for a next-of-kin agreement to donation, irrespective of the deceased's pre-death consent. Research suggests health workers are less likely to support the donation of their own bodies and/or organs, despite recognizing the public good of donation, and that exposure to gross anatomy teaching may negatively affect support for donation. Attitudes to body and organ donation were examined in Australian students studying anatomy. Support for self-body donation (26.5%) was much lower than support for self-organ donation (82.5%). Ten percent of participants would not support the election of a family member or member of the public to donate their body, and just over 4% would not support the election of a family member to donate their organs, with one-to-two percent not supporting this election by a member of the public. Exposure to gross anatomy teaching was associated with an increased likelihood of consideration of issues about body and organ donation, whether for self, family, or the public, and registration as an organ donor. Exposure decreased participants' willingness to donate their own body, with those who practiced a religion least likely to support body donation. Gross anatomy courses provide an opportunity to inform future healthcare workers about altruistic donation, albeit with a recognition that religious or cultural beliefs may affect willingness to donate.  相似文献   

The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers          下载免费PDF全文

Jeremy Miciak  Garrett Roberts  W. Pat Taylor  Michael Solis  Yusra Ahmed  Sharon Vaughn  Jack M. Fletcher 《Learning disabilities research & practice》2018,33(1):24-36

We examined the effectiveness of a researcher‐provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business‐as‐usual comparison condition (BAU). Students assigned to two years of intervention demonstrated significantly greater gains in reading fluency compared to students who received one year of intervention and the BAU group. Students in both the one‐ and two‐year groups demonstrated similar and significantly larger gains in word reading in comparison to the BAU group. There were no statistically significant differences between the three groups on standardized measures of reading comprehension. We discuss these results in the context of research with late elementary and secondary students targeting reading comprehension.  相似文献   

Dynamic balance performance varies by position but not by age group in elite Rugby Union players – a normative study     

William Johnston  Ciara Duignan  Garrett F Coughlan  Brian Caulfield 《Journal of sports sciences》2019,37(11):1308-1313

This cohort study aimed to provide normative Y Balance Test scores for an elite Rugby Union population, while investigating the effect player age groups (senior/under-20), playing positions (forwards/backs) and anthropometrics (height and body mass) had on performance. Two-hundred and sixty-one elite male under-20 (n = 50) and senior (n = 211) players completed baseline Y Balance Test during the 2015/2016 season. One-way ANCOVA and post-hoc t-tests were used to investigate the effect playing position, player group, height and weight had on performance. The cohort was then stratified into groups (age group and/or playing position), and normative percentiles were presented. There was a statistically significant difference (p < 0.05) in Y Balance Test performance between playing positions, when controlling for age group. This difference did not remain when controlling for player body mass. Post-hoc analysis demonstrated that backs had a longer normalised reach distance, with medium-large and small-medium effect sizes for the under-20 and senior cohorts respectively. The one-way ANCOVA analysis suggests that this difference is likely due to the larger differences in player body mass between forward and back playing positions. The normative values presented in this paper may be used by clinicians and researchers to aid injury prevention and rehabilitation strategies.  相似文献   

Biomechanical risk factors of non-contact ACL injuries: A stochastic biomechanical modeling study     

Cheng-Feng Lin  Hui Liu  Michael T. Gros  Paul Weinhold  William E. Garrett  Bing Yu 《运动与健康科学(英文)》2012,1(1):36-42

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Beyond the Victim: New Avenues for Research on Racism in Education     

Michael D. Casserly  John R. Garrett 《Educational theory》1977,27(3):196-204

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Narrative inquiry in physical education research: the story so far and its future promise     

Fiona Dowling  Robyne Garrett  lisahunter  Alison Wrench 《Sport, Education and Society》2015,20(7):924-940

At a recent international education conference, current life history and narrative research within Physical Education Teacher Education (PETE) was criticised for its seeming inability to ‘produce anything new’ and for lacking ‘rigour’. This paper aims to respond to the criticism and to reassert the strengths of narrative inquiry in the current moment. It maps out narrative and life history research (published in English) carried out in PETE, illuminating a spectrum of narrative approaches and a richness of theoretical perspectives. It underscores the need for PETE scholars to acknowledge the broad range of philosophical assumptions about knowledge and how we come to know as this underpins all research, whether carried out within a qualitative or quantitative research tradition, and to develop a climate of mutual respect for these various positions if we are to avoid stagnation, hegemony or blind spots in our research agendas.  相似文献   

Too great expectations: The academic outlook of young children: Doris R. Entwisle & Leslie A. Hayduk,The Johns Hopkins University Press: Baltimore,MD, 1978. Pp. 193. $12.95     

Garrett Lange 《Contemporary educational psychology》1979,4(2):183-184

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Black youth, identity, and ethics     

Garrett Albert Duncan 《Educational theory》2005,55(1):3-22

This article examines stage models of racial identity that researchers and educators use to explain the subjective processes that influence how black youth navigate school. Despite the explicit challenge that most models of racial identity have posed to racist discourses in the research literature, the underlying ethics of their developmental trajectories is constrained by a politics of respectability that subverts a larger project of affirming black humanity. I use interview data to propose an alternative model for how black adolescent identity is formed. I conclude with a discussion of the importance of rethinking black adolescence in the context of changes in communication technologies associated with postindustrialism and globalization.  相似文献