Effects of swing-weight on swing speed and racket power   总被引：1，自引：0，他引：1  

Cross R  Bower R 《Journal of sports sciences》2006,24(1):23-30

Measurements are presented of the speed at which six different rods could be swung by four male students. Three of the rods had the same mass but their swing-weight (i.e. moment of inertia) differed by large factors. The other three rods had the same swing-weight but different masses. Our primary objective was to quantify the effects of mass and swing-weight on swing speed. The result has a direct bearing on whether baseball, tennis, cricket and golf participants should choose a heavy or light implement to impart maximum speed to a ball. When swinging with maximum effort, swing speed (V) was found to decrease as swing-weight (Io) increased, according to the relation V = C/Ion, where C is a different constant for each participant and n = 0.27 when Io > 0.03 kg x m2. Remarkably similar results were obtained previously with softball bats (where n = 0.25) and golf clubs (where n = 0.26). Swing speed remained approximately constant as swing mass increased (when keeping swing-weight fixed). The implications for racket power are discussed.  相似文献   

Editorial     

Rod Parker-Rees 《Early Years: An International Journal of Research and Development》2017,37(2):123-125

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Returning to the Mainstream     

Grahame Smith  Rod Goldthorpe 《British Journal of Special Education》1988,15(4):143-145

Grahame Smith, now deputy head, English Faculty, Barstable School, Basildon, Essex, and Rod Goldthorpe, deputy head, Lankhills School for pupils with moderate learning difficulties, Winchester, Hampshire, prepared the following discussion paper during a weekly teaching exchange designed to give each an insight into the challenges of the other's work.  相似文献   

What or where is the ‘nature’ of science teaching?     

Rod A. Fawns 《Research in Science Education》1982,12(1):144-153

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Microcomputer use within micro-educational environments     

M A Cosden  M M Gerber  D S Semmel  S R Goldman  M I Semmel 《Exceptional children》1987,53(5):399-409

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The cultural roots of school biology in australia — from vitalism and mechanism to dialectic materialism     

Rod Fawns 《Research in Science Education》1988,18(1):268-275

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Characterizing mentoring capital in a residency program through mentor’s voices     

Rubén Garza  Raymond Reynosa  Patrice Werner  Ellen L. Duchaine  Rod Harter 《Mentoring & Tutoring: Partnership in Learning》2018,26(2):226-244

The purpose of our study was to examine mentors’ conceptualizations of mentoring residents (preservice teachers) in a teacher residency program. Understanding the nuances of mentoring in a year-long placement in a mentor’s classroom may further illuminate mentoring in this context. In this qualitative, longitudinal study, we used constant comparative analysis to allow the data to drive recurring patterns and ideas linked to real-life situations and values coding to examine mentors’ conceptualizations of mentoring in a residency program. Residents enrolled in the federally-funded Teaching Residency Program for Critical Shortage Areas program were placed in a high-need urban secondary school for a year-long clinical experience to work alongside mentors, who had a non-evaluative role. By examining mentors’ conceptualizations of mentoring in this particular context, our data reveal aspects of their agency that reflected three main themes: (a) professional altruism, (b) extant knowledge, and (c) resident as stimulus. Our findings add to the research on mentoring by illuminating the voices of mentors to describe how they conceptualized mentoring and to further examine their motivations for mentoring, contributions to the mentee, and professional gains.  相似文献   

Disability and transition from state education to community life: next steps for parents     

Rod Wills  Lesley Chenoweth  Kathleen Ellem 《International Journal of Inclusive Education》2016,20(5):552-567

In this paper we explore the experiences of mothers of young adults with Down syndrome as their daughters and sons transition from schooling to adult life. These transitions occurred in a society shaped by neo-liberal political reform that commenced in the mid-1980s. The hallmarks of education are now expressed in terms of national achievement standards, aligned with the goals of economic gain, and efficiency in government services. In this climate being called disabled is a bad thing. For the mothers participating in this research, the roles and tasks associated with disability created a map of expectation for themselves and their children. Speaking with authority and reclaiming control so as to undertake their role in the longer term was to be as much a part of the transition from school as were the changes experienced by their daughters and sons. The shortcomings identified through the mothers' narratives signal a need for clarity and cohesion in professional and support processes for their disabled family members. The position is offered that the potential of the secondary school as a place for school-linked service integration and support warrants consideration. Understanding the value and impact of outcomes this model brings for a wide range of vulnerable school leavers would enhance the efforts around individuals such as those whose transition is discussed in this article.  相似文献   

Managing students' learning in classrooms: Reframing classroom research   总被引：1，自引：0，他引：1  

Rod Fawns  Jo Salder 《Research in Science Education》1996,26(2):205-217

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Tutor learning: the role of explaining and responding to questions   总被引：1，自引：0，他引：1  

Rod D. Roscoe  Michelene T. H. Chi 《Instructional Science》2008,36(4):321-350

Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we found that tutors learned most effectively when their instructional activities incorporated reflective knowledge-building in which they monitored their own understanding, generated inferences to repair misunderstandings, and elaborated upon the source materials. However, tutors seemed to adopt a knowledge-telling bias in which they primarily summarized the source materials with little elaboration. Tutors’ reflective knowledge-building activities, when they occurred, were more frequently elicited by interactions with their tutee. In particular, when tutees asked questions that contained an inference or required an inferential answer, tutors’ responses were more likely to be elaborative and metacognitive. Directions for future research are also discussed.  相似文献