Using Concurrent Visual Feedback to Focus Attention in Bimanuai Aiming Movements     

David E. Sherwood  April Kaiser 《Research quarterly for exercise and sport》2013,84(4):478-484

We investigated the risk-taking behaviors of 302 men involved in high-risk sports (downhill skiing, mountaineering, rock climbing, paragliding, or skydiving). The sportsmen were classified using a typological approach to personality based on eight personality types, which were constructed from combinations of neuroticism, extraversion, and conscientiousness. Results showed that personality types with a configuration of low conscientiousness combined with high extraversion and/or high neuroticism (impulsive, hedonistic, insecure) were greater risk-takers. Conversely, personality types with a configuration of high conscientiousness combined with low extraversion and/or high extraversion (skeptic, brooder, entrepreneur) were lower risk-takers. Results are discussed in the context of typology and other approaches to understanding who takes risks in high-risk domains.  相似文献   

An Information Needs Assessment of School Nurses in a Metropolitan County     

April J. Schweikhard 《Medical reference services quarterly》2013,32(1):27-41

ABSTRACT

School nurses are an integral though often underserved population within the health care and education professions. To develop an effective outreach program for this group, an academic health sciences library conducted an information needs assessment of public school nurses in Tulsa County, Oklahoma. An online survey collected perceptions regarding information needs and behaviors, and a focus group session further explored the survey results. The assessment revealed that school nurses frequently require specific types of information to perform their responsibilities and face challenges accessing and integrating research into their daily practice. This article presents the implications and results of this assessment.  相似文献   

Passionate pedagogy and emotional labor: students’ responses to learning diversity from diverse instructors     

April M. Schueths  Tanya Gladney  Devan M. Crawford  Katherine L. Bass  Helen A. Moore 《International journal of qualitative studies in education》2013,26(10):1259-1276

This qualitative study examines emotion themes reflected in student evaluations from required diversity courses at a predominantly white, US public university. We analyze two years of student evaluations for 29 instructors. Situated by the work of Acker, Jaggar, and Hochschild, we find contradictory themes of perceived instructional bias and the value of diversity lessons. Student evaluations result in systematic disadvantage for minority instructors that may be heightened for female instructors of color. Non-minority instructors (both male and female) gain privileges by avoiding dealing with diversity directly which is reflected in student evaluations through the process of “ducking diversity”. The organizational structure of required diversity courses marginalizes the scholarship and emotion work of minority instructors and inherently reproduces the very inequalities they are designed to combat.  相似文献   

Science Teachers’ Perceived Benefits of an Out‐of‐school Enrichment Programme: Identity needs and university affordances     

April L. Luehmann  Dina Markowitz 《International Journal of Science Education》2013,35(9):1133-1161

Science enrichment programmes housed outside traditional school settings offer unique opportunities to access and use authentic scientific tools and practices, especially for urban students whose school science experiences often lack resources. Yet opportunities to access these tools and practices are realized only when science teachers value them sufficiently to take advantage of them. This study examines how eight urban secondary science teachers evaluated a specific out‐of‐school science enrichment programme—a one‐year partnership with a local university science outreach centre, which culminated in a half‐day laboratory experience for their students. Teachers’ perceptions were captured through interviews and surveys. Findings indicate that these teachers came to identify and value many of the potential benefits for out‐of‐school enrichment programmes reported in the literature as well as some additional ones. The teachers’ also showed a shift over time with respect to their perceptions of the value of the out‐of‐school experience, moving from an initial focus on increasing test scores toward a greater appreciation for its impact on students’ motivation and identity development. The study offers insight into secondary science students’ and teachers’ identity needs, and what universities can offer to address them.  相似文献   

Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines     

Lester Caudill  April Hill  Kathy Hoke  Ovidiu Lipan 《CBE life sciences education》2010,9(3):212-216

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics.  相似文献   

Single‐Case Design in Child Counseling Research: Implications for Counselor Education     

Dee C. Ray  Casey A. Barrio Minton  April A. Schottelkorb  April Garofano Brown 《Counselor Education & Supervision》2010,49(3):193-208

Counselor education programs are ethically bound to teach methods of research and evaluation so counselors may identify counseling methods that have a reasonable probability of success. Single‐case design represents rigorous research practice, is amenable to practice, and allows the practitioner the opportunity to explore interventions from quantitative and qualitative perspectives. Key elements of single‐case methodology are reviewed, including benefits, specific details, and pitfalls related to conducting single‐case research with children. A case study and suggestions for implementation in counselor education are provided.  相似文献   

The cranial nerve skywalk: A 3D tutorial of cranial nerves in a virtual platform          下载免费PDF全文

April Richardson‐Hatcher  Matthew Hazzard  German Ramirez‐Yanez 《Anatomical sciences education》2014,7(6):469-478

Visualization of the complex courses of the cranial nerves by students in the health‐related professions is challenging through either diagrams in books or plastic models in the gross laboratory. Furthermore, dissection of the cranial nerves in the gross laboratory is an extremely meticulous task. Teaching and learning the cranial nerve pathways is difficult using two‐dimensional (2D) illustrations alone. Three‐dimensional (3D) models aid the teacher in describing intricate and complex anatomical structures and help students visualize them. The study of the cranial nerves can be supplemented with 3D, which permits the students to fully visualize their distribution within the craniofacial complex. This article describes the construction and usage of a virtual anatomy platform in Second Life?, which contains 3D models of the cranial nerves III, V, VII, and IX. The Cranial Nerve Skywalk features select cranial nerves and the associated autonomic pathways in an immersive online environment. This teaching supplement was introduced to groups of pre‐healthcare professional students in gross anatomy courses at both institutions and student feedback is included. Anat Sci Educ 7: 469–478. © 2014 American Association of Anatomists.  相似文献   

DIF Detection and Interpretation in Large-Scale Science Assessments: Informing Item Writing Practices     

April L. Zenisky  Ronald K. Hambleton  Frederic Robin 《Educational Assessment》2013,18(1-2):61-78

Differential item functioning (DIF) analyses are a routine part of the development of large-scale assessments. Less common are studies to understand the potential sources of DIF. The goals of this study were (a) to identify gender DIF in a large-scale science assessment and (b) to look for trends in the DIF and non-DIF items due to content, cognitive demands, item type, item text, and visual-spatial or reference factors. To facilitate the analyses, DIF studies were conducted at 3 grade levels and for 2 randomly equivalent forms of the science assessment at each grade level (administered in different years). The DIF procedure itself was a variant of the "standardization procedure" of Dorans and Kulick (1986) and was applied to very large sets of data (6 sets of data, each involving 60,000 students). It has the advantages of being easy to understand and to explain to practitioners. Several findings emerged from the study that would be useful to pass on to test development committees. For example, when there was DIF in science items, MC items tended to favor male examinees and OR items tended to favor female examinees. Compiling DIF information across multiple grades and years increases the likelihood that important trends in the data will be identified and that item writing practices will be informed by more than anecdotal reports about DIF.  相似文献   

Interrupting the Discourse of Development: On a Collision Course with Postcolonial Theory     

April R. Biccum 《Culture, Theory & Critique》2013,54(1):33-50

This article examines the possibility of an engagement between the discourse of Development and postcolonial theory. To open up a space for this kind of engagement, the article proposes first that, while there is no singularity of project within the field of Postcolonial Studies, there is a productive set of debates; and second that the necessity of questioning Development as an idea springs out of these debates around the nature and existence of Postcoloniality itself. It attempts to show how the critiques which have currency within postcolonial theory can be used to deconstruct Development and expose the mechanisms and tropes of power which Development as a discourse has in common with colonial discourse and modernity as a project. The scope of this article is to lay the groundwork for a continued engagement of Postcolonial with Political Studies, and in particular with the discourse of Development.  相似文献   

Editorial: A celebration of success and service     

April Syring Davis 《Performance Improvement Quarterly》2009,22(1):3-4

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