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11.
Kyle R. Lynch Han C. G. Kemper Bruna Turi-Lynch Ricardo R. Agostinete Igor H. Ito Rafael Luiz-De-Marco 《Journal of sports sciences》2017,35(24):2421-2426
The objective of the present study was to investigate the effects of different sports on stress fractures among adolescents during a 9-month follow-up period. The sample was composed of 184 adolescents divided into three groups (impact sports [n = 102]; swimming [n = 35]; non-sports [n = 47]). The occurrence of stress fracture was reported by participants and coaches. As potential confounders we considered age, sex, resistance training, body composition variables and age at peak of height velocity. There were 13 adolescents who reported fractures during the 9-month period. Bone mineral density values were higher in adolescents engaged in impact sports (P-value = 0.002). Independently of confounders, the risk of stress fracture was lower in adolescents engaged in impact sports than in non-active adolescents (hazard ratio [HR] = 0.23 [95% confidence interval (CI) = 0.05 to 0.98]), while swimming practice was not associated to lower risk of fracture (HR = 0.49 [95% CI = 0.09 to 2.55]). In conclusion, the findings from this study indicate the importance of sports participation among adolescents in the reduction of stress fracture risk, especially with impact sports. More importantly, these results could be relevant for recognising adolescents in danger of not reaching their potential for peak bone mass and later an increased risk of fractures. 相似文献
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Jennifer Farley Katherine Richardson Bruna Dawn Martinez Oropeza Yesenia Ayala 《Journal of Latinos & Education》2019,18(1):81-89
Al Éxito supports the leadership development, post-secondary education, and civic engagement of Iowa Latina/o1 youth. In the summer of 2015, it piloted Movimiento Al Éxito, a “pop up” summer program. In this article, we detail the innovative components and curriculum and describe our journey with “new diasporic” Latina/o youth learning about their place in Iowa and developing testimonios which challenge existing narratives. We explain how emergent critical consciousness led to the program’s continuation and expansion the following school year. 相似文献
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Jesús and María in the jungle: an essay on possibility and constraint in the third-shift third space
Katherine Richardson Bruna 《Cultural Studies of Science Education》2009,4(1):221-237
One hundred years ago, Upton Sinclair, in The Jungle, exposed the deplorable working conditions of eastern European immigrants in the meatpacking houses of Chicago. The backdrop
of this article is the new Jungle of the 21st century—the hog plants of the rural Midwest. Here I speak to the lives of the
Mexican workers they employ, and, more specifically, the science-learning experiences and aspirations of third-shifters, Jesús
and María. I use these students’ stories as an opportunity to examine the take-up, in education, of the concept of hybridity,
and, more particularly, to interrogate what I have come to regard as the “third space fetish.” My principle argument is that
Bhabha’s understanding of liberatory Third Space has been distorted, in education, through teacher-centered and power-neutral
multicultural discourse. I call for a more robust approach to hybridity in science education research, guided by the lessons
of possibility and constraint contained in Jesús’ and María’s third-shift third space lives.
Katherine Richardson Bruna is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland. 相似文献
| Katherine Richardson BrunaEmail: |
Katherine Richardson Bruna is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland. 相似文献
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Numerous studies over the past decade support the claim that infants are equipped with powerful statistical language learning mechanisms. The primary evidence for statistical language learning in word segmentation comes from studies using artificial languages, continuous streams of synthesized syllables that are highly simplified relative to real speech. To what extent can these conclusions be scaled up to natural language learning? In the current experiments, English‐learning 8‐month‐old infants’ ability to track transitional probabilities in fluent infant‐directed Italian speech was tested (N = 72). The results suggest that infants are sensitive to transitional probability cues in unfamiliar natural language stimuli, and support the claim that statistical learning is sufficiently robust to support aspects of real‐world language acquisition. 相似文献
17.
On pigs and packers: Radically contextualizing a practice of science with Mexican immigrant students
This paper reports on instructional practices observed in a high school English Learner (EL) Science course serving newcomer
Mexican immigrant youth. The school is located in a rural Midwestern meatpacking community in which labor at the hog plant
is economically- and racially-segmented; it is the town’s Mexican residents, many of them undocumented, who comprise most
of the unskilled labor force. The general purpose of the paper is to document how the economic and racial context of this
community influences science instruction in the EL Science course and to describe how this presents particular challenges
in achieving equitable science instruction for Mexican immigrant youth in these rural, globalizing places. Entering the data
via critical discourse analysis (Fairclough, 1995) and then utilizing Barton’s (2003) “practice of science” perspective, with an eye toward achieving “radical contextuality” (Grossberg, 1997), we describe the
science events, identities, and structures of the pig dissection lesson and detail how what these students could do with science,
as rendered by that lesson, was limited by the roles the teacher attributed to the students, her inability to draw on their
funds of knowledge as resources for learning, and the voice and position she allowed them to take up. The data reinforce conventional
understandings of schools as sites of cultural reproduction (Bowels & Gintis, 1976), as well as of resistance (Giroux, 1983), but afford us a glimpse of the particularity of those mechanisms within the demographically-transitioning American Heartland,
iconic of the era of global capitalism.
相似文献
| Katherine Richardson BrunaEmail: |
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Michelle Cirillo Katherine Richardson Bruna Beth Herbel-Eisenmann 《Multicultural Perspectives》2013,15(1):34-41
In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. 相似文献
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Katherine Richardson Bruna 《Cultural Studies of Science Education》2010,5(2):383-422
In this article, I return to the interactions of Augusto and his teacher in an “English Learner Science” classroom in a demographically-transitioning
US Midwest community (Richardson Bruna and Vann in Cult Stud Sci Educ 2:19–59, 2007) and further engage a class-first perspective to achieve two main conceptual objectives. First, I examine Augusto’s science
education experience as a way of understanding processes Rouse (Towards a transnational perspective on migration: Race, class,
ethnicity, and nationalism reconsidered. The New York Academy of Sciences, New York, 1992) refers to as “the disciplinary production of class-specific subjects” (p. 31). Coming from a subsistence farming community
in rural Mexico to an industrialized meatpacking community in semi-rural Iowa, I describe how Augusto undergoes a change in
his class identity (experiences a Class Transformation) that is not just reflected but, in fact, produced in his science class.
Second, I examine the work Augusto does to resist these processes of disciplinary production as he reshapes his teacher’s
instruction (promotes a class transformation) through specific transnational social capital he leverages as peer mediation.
My overall goals in the article are to demonstrate the immediate relevance of a socio-historical, situated perspective to
science teaching and learning and to outline domains of action for an insurgent, class-cognizant, science education practice
informed by transnational social capital, like Augusto’s. 相似文献
20.
Carola E. Bruna Nicole A. Valenzuela Daniela V. Bruna Armando Lozano‐Rodríguez Carolina G. Mrquez 《Journal of Food Science Education》2019,18(2):37-44
Problem‐based learning using authentic material from the web was used to teach metabolism in a biochemistry course. In place of traditional lectures, students’ analyzed health or nutrition articles from newspapers and magazines, which were debatable from a scientific point of view, following the principles of problem‐based learning. A mixed method was used to assess the students’ perception, use of sources of information and web services while performing the task, and changes in self‐directed learning. Students’ perception was particularly positive. The majority stated that the methodology helped them to apply knowledge to real life and that they learned about the topic analyzed by their group. The perception that problem‐based learning promotes the ability to solve problems, critical thinking, and collaborative work is noteworthy. Tutors considered that teams identified the problem and concluded correctly, noticing students’ enthusiasm and motivation. The methodology also promoted scientific reading. More importantly, a significant improvement in self‐directed learning of the 2014 cohort was detected. This intervention suggests that this methodology is a valuable alternative to motive and promote self‐learning; representing an opportunity to shift the focus of instruction from the teacher to the student. The design of the activity and materials are described in detail. Also, limitations and solutions are discussed. 相似文献