Heart rates of elementary physical education students during the dancing classrooms program     

Nelson L  Evans M  Guess W  Morris M  Olson T  Buckwalter J 《Research quarterly for exercise and sport》2011,82(2):256-263

We examined how different types of dance activities, along with their duration, influenced heart rate responses among fifth-grade physical education students (N = 96) who participated in the Dancing Classrooms program. Results indicated that the overall Dancing Classrooms program elicits a moderate cardiovascular heart rate response (M = 124.4 bpm), in which 47% of class time was spent above a 60% maximal heart rate threshold. The swing dance in particular (M = 143.4 bpm) stimulated a much higher heart rate level than all other dances in the program, with a mean heart rate change of 52.6 bpm. Girls (127.3 bpm) achieved marginally higher heart rates (p = .059) than boys (121.1 bpm).  相似文献   

Re-framing information literacy: Problem-based learning as informed learning     

Anne R. Diekema  Wendy Holliday  Heather LearyAuthor vitae 《Library & information science research》2011,33(4):261-268

This study explores an online information literacy module that uses problem-based learning (PBL). The goal was to enable students to experience information literacy in a richer way, by moving away from a focus on locating information sources to one of information use in the construction of knowledge. A content analysis of the research journals and reflection papers of students (N = 15) in a distance education school library media administration endorsement program suggests that PBL was an effective approach for some students, but not others. Some students were motivated by working on authentic problems, and at least half the students engaged deeply with information and discovered new questions and angles for research during the process. These students applied more sophisticated evaluation strategies and were more metacognitive in their thinking, assessing their progress and shifting strategies as they progressed through the module.  相似文献   

The costs and benefits of 'red tape': anti-bureaucratic structure and gender inequity in a science research organization     

Roth WD  Sonnert G 《Social studies of science》2011,41(3):385-409

This paper explicates a central conflict that can affect science research organizations, the conflict between the anti-bureaucratic stance believed to advance science and concerns for gender equity rooted in the universalist ethos of science. We present a case study of a science research organization, using employment and publication records, a survey of 308 employees, and qualitative interviews with 60 employees. We show how anti-bureaucratic organizational structures perpetuate gender inequities for both female scientists and non-scientists.  相似文献   

Mentoring “Inside” and “Outside” the Action of Teaching: A Professional Framework for Mentoring     

Wendy Gardiner 《The New Educator》2017,13(1):53-71

This study seeks to contribute to the research on mentored induction by investigating the practices mentors employ in their work with new teachers in two high-need, high-poverty urban elementary schools. Informed by Schwille’s (2008) temporal framework of “educative” mentoring practices occurring “inside” and “outside” the action of teaching, this study investigated the range of practices mentors employed, new teachers’ perceptions of the practices, and if the practices contributed to new teachers’ professional learning. Participants included six new teachers and two induction mentors. Results indicate that “inside” and “outside” mentoring practices are complementary and should be conceived as assisted performance and judiciously selected to promote productive changes in new teachers’ practice. Recommendations for mentoring programs are provided.  相似文献   

Creating sustainable societies: developing emerging professionals through transforming current mindsets     

Wendy Griswold 《Studies in Continuing Education》2017,39(3):286-302

Future professionals will bear the brunt of creating sustainable societies. Equipping them for the task is the challenge of current educators. Educational experiences facilitating the development of sustainable habits of mind are needed. This research reports on the experiences of developing scientists and engineers engaged in a sustainable energy research program. Its focus is the learners’ changing conceptions about sustainability and their role in creating sustainable societies. It is an exploratory, multi-strand, case-oriented study, utilizing mixed methods to analyze qualitative and quantitative data. The research was grounded in the literature of education for sustainability and situated learning in communities, highlighting the common threads supporting the development of a new generation of scientists and engineers with sustainable mindsets. Findings indicated learners’ concepts of sustainability were broadened from narrow, discipline-specific definitions to an understanding of sustainability as a multidisciplinary field. Learners’ developing identities from budding scientists and engineers to citizens invested in and capable of creating sustainable societies is discussed. The development of learning communities was an integral mechanism for facilitating perspective changes; however, field trips and seminars focused on exploring sustainability were identified as key influences in developing multifaceted and more complex conceptions of sustainability.  相似文献   

Emerging: the impact of the Artist Teacher Scheme MA on students’ pedagogical and artistic practices     

Tara Page  Jeff Adams  Wendy Hyde 《欧洲师范教育杂志》2011,34(3):277-295

The United Kingdom Artist Teacher Scheme (ATS) commissioned a study of the artistic and pedagogical practices of students on a recently established Artist Teacher Scheme MA (ATS MA). The aims of this study were to: investigate the motives and objectives teachers/educators have for undertaking this ATS MA programme, the impact the programme had on their artistic and pedagogical practices and their pupils’ learning; and make recommendations for future development of ATS MA programmes. Through the analysis of questionnaires it was found that the ATS MA’s strength lies in the development of communities of practice and peer support, artist teachers’ renewed confidence in their extended artistic and pedagogical practices, the professional development of artist teachers, and significant development of the art and design curriculum.  相似文献   

Beyond the local/general divide: English for academic purposes and process approaches to cross disciplinary,doctoral writing support   总被引：1，自引：0，他引：1  

Wendy Bastalich 《高等教育研究与发展》2011,30(4):449-462

One of the outcomes of the policy emphasis upon skills formation in countries like Australia and the UK has been an increase in cross-disciplinary structured programs for higher research degrees raising implicit, but often unexamined, questions about the curriculum and expertise that should inform them. Key insights from applied linguistics and composition studies about disciplinary similarities and differences and writing pedagogy for the development of university-wide structured programs are discussed in the article. In addition, student evaluations of two ‘social sciences, humanities and business' writing programs that were developed to reflect these insights are reported. The findings are read to suggest that the framework within which research training is conceptualized must consider not only the diversity of domains and activities that characterise higher degree research, but the communicative purposes against which research texts are evaluated and differentiated. The overlapping and contrasting nature of these purposes suggests collaborations among specific discipline groups in structured program provision within the research degree cohort, rather than the local/general research training split that is often assumed.  相似文献   

Do Children See in Black and White? Children's and Adults' Categorizations of Multiracial Individuals          下载免费PDF全文

Steven O. Roberts  Susan A. Gelman 《Child development》2015,86(6):1830-1847

Categorizations of multiracial individuals provide insight into the development of racial concepts. Children's (4–13 years) and adults', both White (Study 1) and Black (Study 2; N = 387), categorizations of multiracial individuals were examined. White children (unlike Black children) more often categorized multiracial individuals as Black than as White in the absence of parentage information. White and Black adults (unlike children) more often categorized multiracial individuals as Black than as White, even when knowing the individuals' parentage. Children's rates of in‐group contact predicted their categorizations. These data suggest that a tendency to categorize multiracial individuals as Black relative to White emerges early in development and results from perceptual biases in White children but ideological motives in White and Black adults.  相似文献   

Attitudes about Group Work among Criminal Justice Students: The Influence of Participation in Group Projects     

Brian K. Payne  Wendy P. Guastaferro  Sadie Mummert 《Journal of Criminal Justice Education》2013,24(4):546-561

Past research has considered factors that contribute to students’ attitudes about group projects. Much of this research has focused on the influence of demographic characteristics such as gender, race, and age. This study extends that past research and considers whether participating in group projects potentially changes students’ attitudes about group projects. Surveys were conducted with 85 students, 48 of whom had just completed a group project. Results showed that students who just completed a group project had slightly different attitudes about group projects than those who did not. Attention was also given to the total number of group projects to which students were exposed. Analyses showed that those who were exposed to more group projects held different attitudes about group projects than those who had fewer group projects. Implications are provided.  相似文献   

Every Week Counts     

Wendy C. Budin  Wendy C. Budin 《The Journal of perinatal education》2013,22(4):183-185

In this column, the editor of The Journal of Perinatal Education discusses implications for reducing the incidence of nonmedically indicated deliveries before full-term. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth.  相似文献