The peer mentor experience in a physical activity intervention for mental health     

Taylor Leenstra  Linda Keeler  Jessyca Arthur-Cameselle  Keith Russell 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):68-87

Despite the effectiveness of peer-led health programs, few studies have been focused on the experiences of the peer mentors involved in such programs. The purpose of the current study was to explore the experiences of peer mentors involved in a peer-led physical activity program for students with mental health concerns, namely anxiety and depression. Participants were eight former peer mentors from a mid-size university who completed interviews regarding their motivation for serving as a peer mentor and the ways in which the program influenced them both during and after the program ended. Findings from an integrative analysis demonstrated that the mentors grew personally, professionally, and interpersonally from their participation. Further, mentors’ experiences could be explained by the self-determination theory.  相似文献   

Performance-enhancing drugs as a collective action problem     

J. S. Russell 《体育哲学杂志》2018,45(2):109-127

Current general restrictions on performance-enhancing drugs (PEDs) pose a collective action problem that cannot be solved and bring a variety of adverse consequences for sport. General prohibitions of PEDs are grounded in claims that they violate the integrity of sport. But there are decisive arguments against integrity of sport-based prohibitions of PEDs for elite sport. We defend a harm prevention approach to PED prohibition as an alternative. This position cannot support a general ban on PEDs, since it provides no basis for prohibiting non-harmful PED use. We argue that a harm prevention approach to restricting PEDs is ethically justified, has better prospects of compliance, is consistent with respecting the integrity of sport, and holds at least a modest prospect of resolving the collective action problem around PED restriction.  相似文献   

THEOLOGICAL TRAINING AND THE WAR     

L. E. Blauch  John Dale Russell 《Religious education (Chicago, Ill.)》2013,108(5):374-376

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Children's conceptions of air pressure: exploring the nature of conceptual change     

Russell Tytler 《International Journal of Science Education》2013,35(8):929-958

Children's responses to a series of air pressure activities were tracked in detail during group discussion and interview, and again in interview six months later. Results for different age cohorts have yielded insights into age‐related knowledge components framing children's conceptions of air pressure phenomena. Case studies of individuals have been constructed to explore the way conceptions change over time, and the difficulties presented by the concept of atmospheric pressure. These are used to evaluate different structural theories of conceptual change. The findings point to the complexity of children's conceptions, the stability and extension over time of productive conceptions, and the critical role of contextual features of phenomena in the conceptual change process. Although structural aspects of changes in concepts related to air pressure are identified, the difficulty of accessing the atmospheric pressure conception is argued to have more to do with presupposition based in perceptual features of air, and with difficulties associated with the application to particular phenomena.  相似文献   

Moral Realism in Sport     

J.S. Russell 《体育哲学杂志》2013,40(2):142-160

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Dimensions of evidence,the public understanding of science and science education     

Russell Tytler 《International Journal of Science Education》2013,35(8):815-832

This paper explores the nature and type of evidence employed by participants in an issue of public concern. By examining documents and interviewing members of the public involved in the debate, the way in which evidence was used in the arguments for and against the issue was determined. Three dimensions of evidence emerged from the data: formal scientific evidence based on the data; informal evidence (e.g. common sense, personal experience) and wider issues which impinge on the evidence (e.g. environmental or legal concerns). In this particular controversy, it was the questioning of the formal evidence by local scientists which became the 'magic bullet' but pertinent questioning by local nonscientists also framed the debate. The authors suggest that school science curricula should include practice in questioning and manipulating different sorts of real data in a variety of ways so that pupils are equipped and empowered to tackle contemporary issues of this kind.  相似文献   

Fisher v. Texas: Strictly Disappointing     

Russell K. Nieli 《Academic Questions》2013,26(4):393-402

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Examples of culturally specific research practices: A response to Tillman and Lopez     

Russell Bishop 《International journal of qualitative studies in education》2013,26(3):419-434

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What Makes a Graduate Course     

Russell A. Peterson 《College Teaching》2013,61(1)

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Independent research projects in school science: case studies of autonomous behaviour     

R. Tytler 《International Journal of Science Education》2013,35(4):393-411

A group of students were interviewed about their experiences in pursuing independent research projects with a view to building up a picture of autonomous student behaviour in the pursuit of expressed interests. In each case the students were led to autonomous behaviour beyond that normally expected in school science. In quite a few cases the independence and commitment shown were remarkable, and matched by a coherent personal philosophy that valued such behaviour. The range of objects and their sources were varied, but school and teachers had surprisingly little impact on either the topics chosen or the progress of the project. Most encouragement and support was found within the home environment. The projects proved in many cases to be major vehicles for knowledge acquisition, and it is argued that the knowledge was gained in a more valid way than is generally the case in school science.  相似文献