Evaluation of the Redesign of an Undergraduate Cell Biology Course          下载免费PDF全文

Laura April McEwen  dik Harris  Richard F. Schmid  Jackie Vogel  Tamara Western    Paul Harrison 《CBE life sciences education》2009,8(1):72-78

This article offers a case study of the evaluation of a redesigned and redeveloped laboratory-based cell biology course. The course was a compulsory element of the biology program, but the laboratory had become outdated and was inadequately equipped. With the support of a faculty-based teaching improvement project, the teaching team redesigned the course and re-equipped the laboratory, using a more learner-centered, constructivist approach. The focus of the article is on the project-supported evaluation of the redesign rather than the redesign per se. The evaluation involved aspects well beyond standard course assessments, including the gathering of self-reported data from the students concerning both the laboratory component and the technical skills associated with the course. The comparison of pre- and postdata gave valuable information to the teaching team on course design issues and skill acquisition. It is argued that the evaluation process was an effective use of the scarce resources of the teaching improvement project.  相似文献   

Relationship between achievement goal orientations and the perceived purposes of playing rugby union for professional and amateur players     

Darren C. Treasure  Paul J. Carpenter  Keith T.D. Power 《Journal of sports sciences》2013,31(8):571-577

The recent professionalization of rugby union makes it an excellent achievement context in which to examine the relationship between achievement goal orientations and the perceived purposes of sport as a function of competitive standard. During the 1996–97 season, 73 professional and 106 amateur rugby players in England completed a series of questionnaires assessing their achievement goal orientations, beliefs about the purposes of rugby and demographic information. The results of a canonical correlation analysis revealed a conceptually coherent relationship between achievement goal orientations and purposes of rugby. Specifically, a high ego/ moderate task orientation was positively related to fitness, aggression and financial remuneration as significant purposes of rugby. Professional players scored higher on those purposes of rugby related to aggression, financial remuneration and fitness, but lower on sportspersonship than amateur players. Professional players also reported higher task and ego goal orientations than amateur players. The findings are discussed in terms of the differences in lifestyle and motivation of professional and amateur rugby union players.  相似文献   

The effect of glycaemic index of high carbohydrate diets consumed over 5 days on exercise energy metabolism and running capacity in males     

Sareena Hamzah  Siobhan Higgins  Tamara Abraham  Paul Taylor  Daiva Vizbaraite 《Journal of sports sciences》2013,31(14):1545-1554

Abstract

The aim of this study was to determine whether rates of total fat and carbohydrate oxidation and endurance capacity during running conducted in the fasted state are influenced by the glycaemic index (GI) of high carbohydrate diets consumed over 5 days. Nine healthy males performed three treadmill runs to exhaustion at 65% of maximum oxygen uptake ([Vdot]O_2max): after a habitual diet (control trial), after 5 days on a high carbohydrate/high glycaemic index diet, and after 5 days on a high carbohydrate/low glycaemic index diet in randomized counterbalanced order. No significant differences in rates of fat and carbohydrate oxidation, concentrations of plasma insulin, glucose, non-esterified fatty acids and glycerol, or time to exhaustion were observed between the high carbohydrate/high glycaemic index and high carbohydrate/low glycaemic index trials. Compared with the control trial, the concentration of plasma glycerol and rate of fat oxidation were lower (P < 0.05) and the rate of carbohydrate oxidation higher (P < 0.05) in both the high carbohydrate/high glycaemic index diet and high carbohydrate/low glycaemic index trials during the run to exhaustion. In conclusion, the extent by which a high carbohydrate diet consumed over 5 days reduces rate of fat oxidation during subsequent running exercise in the fasted state is not influenced by the glycaemic index of the diet.  相似文献   

Establishing the Test–Retest Reliability & Concurrent Validity for the Repeat Ice Skating Test (RIST) in Adolescent Male Ice Hockey Players     

Allan Power  Brent E. Faught  Eryk Przysucha  Moira McPherson 《Measurement in physical education and exercise science》2013,17(1):69-80

In this study the authors examine the test–retest reliability and concurrent validity of the Repeat Ice Skating Test (RIST). This was an on-ice field anaerobic test that measured average peak power and was validated with 3 anaerobic lab tests: (a) vertical jump, (b) the Margaria–Kalamen stair test, and (c) the Wingate Anaerobic Test. The participants (n?=?14) were 11- to 12-year-old males selected from a Peewee “A” level ice hockey team (Thunder Bay, Canada). The results of the test–retest reliability estimation showed that the RIST was a reliable test at measuring average peak power in watts (R = .99, C.I._95% = 0.97 to 0.99) and watts per kilogram (R = .98, C.I._95% = 0.94 to 0.99). The RIST was also a valid test when correlated with the 3 anaerobic lab tests for measuring peak power in watts: vertical jump (r = .86, C.I._95% = 0.72 to 0.94), Margaria–Kalamen stair test (r = .66, C.I._95% = 0.39 to 0.83) and Wingate Anaerobic Test (r = .86, C.I._95% = 0.72 to 0.93). The test is considered promising because it does not require any specific equipment, and is a sport-specific, on-ice test, that can be administered during a regular ice hockey practice session.  相似文献   

Integrated ‘one-stop’ support for student success: recommendations from a regional university case study     

Emma Power  Carmel O’Sullivan  Megan Yih Chyn A. Kek 《高等教育研究与发展》2020,39(3):561-576

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Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade     

Elizabeth Hair  Tamara Halle  Elizabeth Terry-Humen  Bridget Lavelle  Julia Calkins 《Early childhood research quarterly》2006,21(4):431-454

Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at kindergarten entry: comprehensive positive development (30%), social/emotional and health strengths (34%), social/emotional risk (13%), and health risk (22.5% of the sample). Study 2 results suggested that children with one of the two “risk” profiles were more likely to be from families with multiple socioeconomic disadvantages. In addition, all four profiles differentially predicted academic and social adjustment in early elementary school. Children with a risk profile performed the worst on all outcomes; children with a comprehensive positive development profile performed the best. The authors discuss the need for early identification of children who may be at risk for entering school with few school readiness strengths.  相似文献   

A technology crisis facing minority students     

Tamara Pearson 《TechTrends》2002,46(2):15-20

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Making the Hidden Explicit: Learning About Equity in K-8 Preservice Science Education     

Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254

Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged them to think more critically about their roles as teachers in creating spaces where all children have access to quality science learning experiences.

Tamara Holmlund NelsonEmail:

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Interest Assessment and the Content Area Literacy Environment: Challenges for Research and Practice   总被引：3，自引：0，他引：3  

Tamara L. Jetton  Patricia A. Alexander 《Educational Psychology Review》2001,13(3):303-318

Through our exploration of the assessment of interest, we highlight 5 issues that emerge in the effort to assess interest in content area literacy environments. First, we compare how interest is defined and generally how it has been assessed. Second, we focus more specifically on the assessment of text-based interest, and consider its assessment in less explored realms of the content area classroom that include hypertext and discussions. Third, we investigate how interest develops as students progress through their educational careers and how it is maintained over time. Fourth, we explore how assessing interest involves examining other student factors that are closely related to interest such as knowledge, importance, and strategic processing. Finally, we offer thoughts regarding directions educators can take in assessing interest within the complex literacy environment of today's content area classroom.  相似文献   

More than just fun: a place for games in playful learning / Más que diversión: el lugar de los juegos reglados en el aprendizaje lúdico     

Brenna Hassinger-Das  Tamara S. Toub  Jennifer M. Zosh  Jessica Michnick  Roberta Golinkoff  Kathy Hirsh-Pasek 《Infancia y Aprendizaje》2017,40(2):191-218

Games play a significant role in childhood, fuelling hours of engagement and social interaction, and probably much learning as well. Board games, card games and outdoor games (such as Tag) first come to mind, but more recently, games have also gone digital. In this piece, we offer a new perspective by placing games within the established construct of ‘playful learning’. We review key elements of playful learning and the two subtypes: free play and guided play. We suggest that games promote learning in ways similar to other playful learning situations. Games involve fun, a sense of curiosity and an inhibition of reality, in active, engaging, meaningful and socially interactive contexts. We argue that games therefore belong alongside free play and guided play to form a trio of playful learning experiences. This perspective adds to a growing understanding of the role of games in supporting children’s learning and development.  相似文献