The effect of a supported exercise programme in patients with newly diagnosed Type 2 diabetes: a pilot study     

Backx K  McCann A  Wasley D  Dunseath G  Luzio S  Owens D 《Journal of sports sciences》2011,29(6):579-586

The aim of this study was to examine the effectiveness of either a standard care programme (n = 9) or a 12-week supported exercise programme (n = 10) on glycaemic control, β-cell responsiveness, insulin resistance, and lipid profiles in newly diagnosed Type 2 diabetes patients. The standard care programme consisted of advice to exercise at moderate to high intensity for 30 min five times a week; the supported exercise programme consisted of three 60-min supported plus two unsupported exercise sessions per week. Between-group analyses demonstrated a difference for changes in low-density lipoprotein cholesterol only (standard care programme 0.01 mmol · L(-1), supported exercise programme -0.6 mmol · L(-1); P = 0.04). Following the standard care programme, within-group analyses demonstrated a significant reduction in waist circumference, whereas following the supported exercise programme there were reductions in glycosylated haemoglobin (6.4 vs. 6.0%; P = 0.007), waist circumference (101.4 vs. 97.2 cm; P = 0.021), body mass (91.7 vs. 87.9 kg; P = 0.007), body mass index (30.0 vs. 28.7 kg · m(-2); P = 0.006), total cholesterol (5.3 vs. 4.6 mmol · L(-1); P = 0.046), low-density lipoprotein cholesterol (3.2 vs. 2.6 mmol · L(-1); P = 0.028), fasting β-cell responsiveness (11.5 × 10(-9) vs. 7.0 × 10(-9) pmol · kg(-1) · min(-1); P = 0.009), and insulin resistance (3.0 vs. 2.1; P = 0.049). The supported exercise programme improved glycaemic control through enhanced β-cell function associated with decreased insulin resistance and improved lipid profile. This research highlights the need for research into unsupported and supported exercise programmes to establish more comprehensive lifestyle advice for Type 2 diabetes patients.  相似文献   

Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students’ Alphabet Knowledge Skills     

Anna H. Hall  Michael D. Toland  Jennifer Grisham-Brown  Steve Graham 《Early Childhood Education Journal》2014,42(6):423-430

The current study used a pretest–posttest randomized control group design with 73 Head Start students, ages 3–5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3–4 days a week for 13 weeks. Children in the treatment group received a 10–15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected before and after the intervention for both groups. Based on the large frequency of zeros on outcomes, zero-inflated Poisson regression analyses were performed. The results of the study showed that children receiving interactive writing identified more lower case and upper case letters at the end of the study relative to children in the control, but no differences were observed on letter sounds. While continued evaluation of the interactive writing strategy is needed in the preschool setting, the evidence from the current study shows encouraging trends in alphabet knowledge skill development as a result of this strategy.  相似文献   

Unvarnished Documentation: A Dialogue Between Teacher and Parent in Understanding a Child's “Bad” Behavior     

Liana Laughlin  Terri Turner 《The New Educator》2014,10(1):77-84

Teachers are often asked to fill out progress reports that include check marks indicating if a child has met certain criteria. While this document offers a superficial glance at knowing a child, it is often the only kind of “assessment” a parent receives. The authors, a daycare teacher and a parent of Rosa, “the mean girl” in the daycare, show how the teacher's daily, unvarnished observations of Rosa and her daycare peers are written and shared publicly in a way that not only helps Rosa's mother gain profound new understandings of her daughter but also helps create a trusting community.  相似文献   

Differences in Brain Activation Between Novices and Experts in Science During a Task Involving a Common Misconception in Electricity     

Steve Masson  Patrice Potvin  Martin Riopel  Lorie‐Marlène Brault Foisy 《Mind, Brain, and Education》2014,8(1):44-55

Science education studies have revealed that students often have misconceptions about how nature works, but what happens to misconceptions after a conceptual change remains poorly understood. Are misconceptions rejected and replaced by scientific conceptions, or are they still present in students' minds, coexisting with newly acquired scientific conceptions? In this study, we use functional magnetic resonance imaging (fMRI) to compare brain activation between novices and experts in science when they evaluate the correctness of simple electric circuits. Results show that experts, more than novices, activate brain areas involved in inhibition when they evaluate electric circuits in which a bulb lights up, even though there is only one wire connecting it to the battery. These findings suggest that experts may still have a misconception encoded in the neural networks of their brains that must be inhibited in order to answer scientifically.  相似文献   

Forming an effective partnership with a dedicated LabAssistant: A software shell for engineering laboratory exercises     

Steve Rothberg  Fiona Lamb 《European Journal of Engineering Education》2002,27(2):181-193

This paper describes the structure and use of LabAssistant, a software shell purposely written to run alongside engineering laboratory exercises and provide support to students undertaking the exercises. The structure of LabAssistant enables tutors to deliver their own laboratory sessions within the shell using only basic spreadsheet skills. LabAssistant is intended to be used in conjunction with in-depth, analytical laboratory exercises and its features include text entry, numerical input and checking (including verification of calculated values and provision of appropriate feedback), graph sketching, data plotting and report generation. Feedback from students confirms that LabAssistant has enhanced the learning experience, encouraging active engagement, building confidence and assisting progression through the exercise, even using the data and information input during the session to generate the majority of their laboratory write-up automatically. From the tutor's perspective, the provision of immediate and continual help to the students is a significant enhancement to the quality of the learning experience. LabAssistant complements the tutor who is now able to deal effectively with deeper conceptual difficulties and larger student numbers. The facility to verify all calculated values and the creation of a report in a standard electronic format are significant aids to the marking of student submissions.  相似文献   

The open air school movement in Sheffield     

Turner DA 《History of education》1972,1(1):58-80

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PrefacePréfacePrefacio     

John D. Turner 《International Journal of Educational Development》1981,1(1):iii-v

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Regulation of professional sport in a changing broadcasting environment: Australian club and sport broadcaster perspectives     

Paul Turner 《Sport Management Review》2012,15(1):43-59

Broadcasting is undergoing massive changes with technology introducing new delivery opportunities and thereby more broadcasters into the equation. Emerging technology in the sport broadcasting environment is complicated by the existing league and broadcasting regulations. League-based regulations impact on income distribution and product distribution, while broadcasting regulations, largely imposed by the elected Federal Government of the day, are enacted to ensure that commercial and public interests are being supported. Introducing a stakeholder interest-based approach, the regulation affecting professional sport clubs and broadcasters was examined in order to identify how they would respond to the regulation imposed on them in the emerging broadcasting environment.In depth interviewing of senior managers of Australian Football League (AFL) and National Rugby League (NRL) clubs as well as sport broadcasters was undertaken with the data analysed, and emergent themes recorded. Results indicate that league, broadcaster and government regulations impact on the clubs and broadcasters in a variety of ways, with clubs facing regulation from the league and the broadcasters, while the broadcasters and league face regulation from the government legislation enacted. The results indicate that these organisations need to be aware of the conditions that arise from the existing and emerging broadcast regulatory environment in order to better understand and respond to it.  相似文献   

International perspectives on student awareness,experiences and perceptions of research: implications for academic developers in implementing research‐based teaching and learning     

Nancy Turner  Brad Wuetherick  Mick Healey 《International Journal for Academic Development》2013,18(3):199-211

This paper explores the implications of the effective integration of research, teaching and learning for academic development through the lens of an international multi‐institutional comparison of student perceptions of research and its impact on their learning environment. The study, with a sample of over 500 final‐year undergraduate students across three institutions in the UK and Canada, represents a spectrum of research and teaching intensive universities and is one of the largest exploring undergraduate student perceptions of research in the linking teaching and research literature. The results indicate a complex relationship between student perceptions and experiences of research and the type of institution, as well as the individual, institutional and national context. They also inform the discussion of particular issues that academic developers face and the strategies they use to improve the integration of research and teaching to benefit the undergraduate learning experience in their institution.

Cet article explore les implications, pour le développement pédagogique, de l’intégration effective de la recherche, de l’enseignement et de l’apprentissage à l’aide de la lentille d’une comparaison internationale multi institutionnelle des perceptions étudiantes à l’égard de la recherche et de leur impact sur l’environnement d’apprentissage. L’étude, reposant sur un échantillon de plus de 500 étudiants en dernière année de 1^er cycle, provenant de trois institutions au Royaume‐Uni et au Canada, représente un spectre d’universités centrées sur l’enseignement ou sur la recherche. L’étude constitue une des recherches les plus importantes au sujet des perceptions étudiantes à l’égard de la recherche dans la littérature portant sur le lien entre l’enseignement et la recherche. Les résultats indiquent une relation complexe entre les perceptions et les expériences des étudiants, et le type d’institution, de même qu’avec les contextes individuel, institutionnel et national. Les résultats contribuent aussi à la discussion de questions particulières auxquelles les conseillers pédagogiques font face ainsi que les stratégies que ceux‐ci utilisent en vue d’améliorer l’intégration de la recherche et de l’enseignement de façon à en faire bénéficier l’expérience d’apprentissage au 1^er cycle au sein de leur institution.  相似文献   

‘… do that and I'll raise your grade’. Innovative module design and recursive feedback     

Steve Prowse  Julie Hughes  Deirdre Burke 《Teaching in Higher Education》2013,18(4):437-445

In an attempt to ensure students had a positive experience in their first semester, and to encourage future effective use of tutors’ feedback comments, a post-1992 university used a module in the school of education to develop an innovative feedback process. The process involved four stages: a first submission of written work, written feedback on that work, viva on student understanding of feedback, and final submission of written work. Between the viva and final submission, students could choose to improve their work for a specified number of grade points. The innovation was met favourably by students, and overall grades were improved against the previous iteration of the module. The project showed promise for adaptation in other forms for use across the University, though some ideological issues around assessment remain unresolved. The matter of the innovation and institutional quality standards is discussed in detail.  相似文献