Action groups as a participative strategy for leading whole-school health promotion: Results on implementation from the INCLUSIVE trial in English secondary schools     

Emily Warren  Leonardo Bevilacqua  Charles Opondo  Elizabeth Allen  Anne Mathiot  Grace West  Farah Jamal  Russell Viner  Chris Bonell 《British Educational Research Journal》2019,45(5):979-1000

Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole-school health promotion. Such groups can coordinate multi-component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole-school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole-school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers.  相似文献   

Opportunities for educational innovations in authentic project-based learning: understanding instructor perceived challenges to design for adoption     

Rees Lewis  Daniel G.  Gerber  Elizabeth M.  Carlson  Spencer E.  Easterday  Matthew W. 《Educational technology research and development : ETR & D》2019,67(4):953-982

Educational technology research and development - Authentic project-based learning (APBL) is a highly effective way for instructors to help students learn disciplinary skills, modes of thinking,...  相似文献   

Next Steps for Mind,Brain, and Education: Strengthening Early‐Career Development     

Rebecca J. M. Gotlieb  Courtney Pollack  Jessica W. Younger  Elizabeth Y. Toomarian  Genevive Allaire‐Duquette  Nadja M. Mariager 《Mind, Brain, and Education》2019,13(3):120-132

An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally.  相似文献   

Undergraduate Medical Students' Usage and Perceptions of Anatomical Case-Based Learning: Comparison of Facilitated Small Group Discussions and eLearning Resources     

Jane C. Holland  Teresa Pawlikowska 《Anatomical sciences education》2019,12(3):245-256

While case-based discussions can empower students to apply knowledge to contextual clinical situations, scheduling these activities is a challenge in crowded curricula. Case-based eLearning activities, derived from existing cases discussed within anatomy small group tutorials, were created incorporating principles such as interactivity, reinforcement, and feedback. Over half of the students accessed one or more of these online cases, with 18% accessing all eight online cases provided. Access increased as the semester progressed, particularly just before summative examinations, implying students used these primarily as revision aides. Students rated both formats highly, but favored the online format with regard to enjoyment (P = 0.048), learning (P = 0.101), and feedback (P = 0.086). However, more students discussed these cases in small group tutorials within the anatomy dissecting room than completed them online (122 vs. 67) and themes emerging from free text comments included a desire to have more time dedicated to these cases during small group tutorials, and an appreciation for the opportunity for discussion with staff and learning through doing. Additionally, native English speakers rated the anatomy room discussions significantly higher in all aspects than non-native English speakers, suggesting that non-native speakers may be hesitant or reluctant to fully participate in front of peers. While online case-based learning activities are a useful adjunct to anatomy teaching, particularly for revision, assumptions that “digital natives” have an innate preference for digital resources require critical evaluation, as students still place a high value on opportunities for discussion with staff during their studies.  相似文献   

Biomechanics of aggressive inline skating: landing and balancing on a grind rail     

Major MJ  Beaudoin AJ  Kurath P  Hsiao-Wecksler ET 《Journal of sports sciences》2007,25(12):1411-1422

Currently, only epidemiological injury data have been reported for the new extreme sport of aggressive inline skating, or trick skating. No studies have examined the biomechanics of this sport, which involves repetitive jumping and landing from railings, ramps, and ledges, often over 1 m in height. We present results of a pilot study that examined the effect of skater experience and lower extremity biomechanics on energy absorption ability, and observed balance strategies used during two basic tricks. In these tricks, the skater jumps onto an elevated rail and maintains balance while standing in a single position (stall) or sliding along the rail (grind). Lower extremity joint kinematics, impact force characteristics, and general movement behaviours were examined during landing and balance phases. Ten male skaters performed ten stalls and ten frontside grinds on an instrumented grind rail, capable of measuring vertical force. Vertical impact force was found to decrease with increasing skater experience in stalls (r = -0.84, P = 0.002) and grinds (r = -0.84, P = 0.009). This might imply that less-experienced skaters are (subconsciously) more concerned about maintaining balance than refining technique to minimize impact force. Similar to drop landing experiments, peak impact force decreased with increasing knee flexion during stalls (r = -0.65, P = 0.04). During stalls, skaters demonstrated classic balance maintenance strategies (ankle, hip, or multi-joint) depending on trick length. During grinds, skater centre of mass never passed over the rail base of support, suggesting the use of momentum produced from obliquely approaching the rail.  相似文献   

Age and Identity in Eighteenth-Century England     

Teresa Barnard 《Cultural and Social History》2016,13(2):275-276

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The need-threat analysis: A scoring system for the children's apperception test     

Louis A. Chandler  Mark D. Shermis  M. Elizabeth Lempert 《Psychology in the schools》1989,26(1):47-54

The study of childhood stress provides a useful perspective for assessing children's emotional status. Thematic projective techniques, like the Children's Apperception Test (CAT), may be useful in exploring children's perception of stress. For this purpose, a need-threat analysis is recommended to identify those underlying needs and threats that are likely to make a particular event or situation important, and hence potentially stressful, to an individual child. This paper introduces a scoring system for the CAT based on the analysis of thematic data in terms of five need-threat binaries, which serve as scoring categories. Preliminary data on reliability are presented.  相似文献   

Pauahi Bishop Museum: A Hawaiian Museum—Challenging the Past to Face the Future     

Elizabeth Tatar 《Curator: The Museum Journal》1995,38(4):246-261

Bishop Museum has been the focus of attention in Hawaiì and the mainland for its changes in direction from a traditional natural history museum to an entrepreneurial science learning center. Attention has focused on how well the museum, in changing its direction, serves its communities, especially its the Native Hawaiian community, and whether it should be undertaking contract research projects and contract public programs in partnership with hotels and other commercial businesses. The author, involved in a key role in several projects representing this change in direction, discusses controversial projects associated with repatriation, contract archaeology, and exhibits. The projects are described within the context of the museum's history as a Hawaiian institution. The controversies are then examined in terms of how the museum managed them and in so doing, how it met its mission of education and service. As we enter the twenty-first century, our ability to work with the community, especially the Native Hawaiian community, and remain financially viable will determine how we fare.  相似文献   

Predicting infant outcome in families of employed and nonemployed mothers     

Marsha Weinraub  Elizabeth Jaeger  Lois Hoffman 《Early childhood research quarterly》1988,3(4)

Differences in infant outcome, predictor variables, and their relationships were explored as a function of maternal employment. Thirty 18-month-olds and their mothers were studied. Child intelligence, attachment security, and dependency were measured, as well as frequency of stressful events in the mother's life, quality of the parents' marital relationship, frequency of the mother's social contacts, and extent of the mother's emotional and parenting supports. Also included were the mother's ability to cope; satisfaction with emotional, parenting, and child care supports; and role satisfaction. For children of employed mothers, attachment and dependency were negatively correlated; securely attached children showed less dependency behavior. For employed mothers, satisfaction with child care and frequent social contacts predicted secure child attachment. Satisfaction with child care, role satisfaction, and ability to cope were strongly interrelated. For nonemployed mothers, maternal coping predicted attachment security, while frequent social contacts predicted greater child dependency. Predictors of child outcome were highly interrelated for nonemployed mothers, with satisfaction with emotional supports playing a pivotal role. These differences suggest that different models to predict infant outcome in employed and nonemployed mother families may be appropriate.  相似文献   

Effects of heat acclimation on hand cooling efficacy following exercise in the heat     

Elizabeth L. Adams  Lesley W. Vandermark  J. Luke Pryor  Riana R. Pryor  Rachel M. VanScoy  Craig R. Denegar 《Journal of sports sciences》2017,35(9):828-834

This study examined the separate and combined effects of heat acclimation and hand cooling on post-exercise cooling rates following bouts of exercise in the heat. Seventeen non-heat acclimated (NHA) males (mean ± SE; age, 23 ± 1 y; mass, 75.30 ± 2.27 kg; maximal oxygen consumption [VO₂ max], 54.1 ± 1.3 ml·kg^?1·min^?1) completed 2 heat stress tests (HST) when NHA, then 10 days of heat acclimation, then 2 HST once heat acclimated (HA) in an environmental chamber (40°C; 40%RH). HSTs were 2 60-min bouts of treadmill exercise (45% VO₂ max; 2% grade) each followed by 10 min of hand cooling (C) or no cooling (NC). Heat acclimation sessions were 90–240 min of treadmill or stationary bike exercise (60–80% VO₂ max). Repeated measures ANOVA with Fishers LSD post hoc (α < 0.05) identified differences. When NHA, C (0.020 ± 0.003°C·min^?1) had a greater cooling rate than NC (0.013 ± 0.003°C·min^?1) (mean difference [95%CI]; 0.007°C [0.001,0.013], P = 0.035). Once HA, C (0.021 ± 0.002°C·min^?1) was similar to NC (0.025 ± 0.002°C·min^?1) (0.004°C [?0.003,0.011], P = 0.216). Hand cooling when HA (0.021 ± 0.002°C·min^?1) was similar to when NHA (0.020 ± 0.003°C·min^?1) (P = 0.77). In conclusion, when NHA, C provided greater cooling rates than NC. Once HA, C and NC provided similar cooling rates.  相似文献