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991.
Christoph Kulgemeyer Andreas Borowski David Buschhüter Patrick Enkrott Maren Kempin Peter Reinhold Josef Riese Horst Schecker Jan Schröder Christoph Vogelsang 《科学教学研究杂志》2020,57(10):1554-1582
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre- and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action-related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β = .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action-related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory-practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge. 相似文献
992.
Femke Geijsel Wouter Schenke Jan van Driel Monique Volman 《European Journal of Education》2020,55(2):233-247
The context of this study were research and development projects in Dutch secondary education, particularly funded by government to combine practice-based research with school development goals for inquiry-based culture. Aiming at better understanding of the strategic role that school leaders play in embedding inquiry-based practices in schools, the research question of this study was to explore to what extent and how do school leaders use the opportunity of participating in funded research and development projects for encouraging and integrating inquiry-based practices in their schools? Differences concerning the integration of inquiry-based working in the school as professional learning community were examined, distinguishing between school leaders’ strategies of capacity building. Twenty-eight school leaders of Dutch secondary schools, involved in nineteen projects, were interviewed retrospectively. Analyses showed the majority of the school leaders to be convinced that inquiry-based working is important for their schools’ development as a professional community. Their strategies for achieving school level project significance differed in school leaders’ successive attention on personal or interpersonal capacity building with regard to inquiry-based practices. Moreover, while some school leaders were actively involved with capacity building right from the start of the research and development projects projects, almost two-third of the school leaders developed interest in inquiry-based practices during the projects and started to enact in the final year of the project. In discussing the results, it is proposed that the interaction of strategy and context needs further study, for instance to inform peer learning among school leaders that are novice and experienced in inquiry-based practices as a means to develop the school as a professional learning community. 相似文献
993.
Lourens Jan Peter Nonkes Valrie de Haas Hans Kemperman Albert Huisman Ruben Eduardus Antonius Musson Wouter Marcel Tiel Groenestege 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(1)
IntroductionLeukolysis-related pseudohyperkalemia due to preanalytical procedures may lead to erroneous (or absence of) treatment based on an invalid lab test result. We aimed to obtain a leukocyte threshold above which leukolysis-related pseudohyperkalemia becomes clinical relevant. Secondly, temporal dynamics of treatment-induced leukocyte decrease were studied to allow tailored implementation of laboratory information system (LIS) decision rules based on the leukocyte threshold to avoid leukolysis-related pseudohyperkalemia.Materials and methodsPotassium results of AU5811 routine chemistry (Beckman Coulter, Brea, California, USA) and iStat point of care (POC) (Abbott Diagnostics, Chicago, Illinois, USA) analysers were compared, the latter method being insensitive to leukolysis caused by pre-analytical procedures. Potassium results were combined with leukocyte counts obtained using a Cell-Dyn Sapphire haematology analyser (Abbott Diagnostics, Santa Clara, California, USA), resulting in 132 unique data triplets. Regression analysis was performed to establish a leukocyte threshold. The Reference Change Value (√2 x Z x √(CVa2 + CVi2)) was used to calculate maximum allowable difference between routine analyser and POC potassium results (deltamax + 0.58 mmol/L). Temporal analysis on the treatment-induced leukocyte decrease was performed by plotting leukocyte counts in time for all patients above the threshold leukocyte count (N = 41).ResultsEstablished leukocyte threshold was 63 x109/L. Temporal analysis showed leukocyte counts below the threshold within 8 days of treatment for all patients.ConclusionsBased on performed analyses we were able to implement LIS decision rules to reduce pseudohyperkalemia due to preanalytical procedures. This implementation can contribute to a reduction in erroneous (or absence of) treatments in the clinic. 相似文献
994.
Roy Ballantyne Jill Borthwick Jan Packer 《Assessment & Evaluation in Higher Education》2000,25(3):221-236
Student evaluation of teaching is a commonly accepted means of obtaining feedback on the quality of university teaching. However, its usefulness in contributing to improved teaching performance is dependent on the extent to which staff respond to and apply the information obtained in this way. This paper reports the results of a project designed to extend the application of student evaluations by using them as the basis for staff development. Survey findings from 87 staff and 127 students indicate the priorities for academic and course development perceived by each group. Booklets based on these perceived needs were developed by collaborative staff-student groups and made available to enable staff to improve their teaching in response to student evaluations. 相似文献
995.
996.
This article discusses the concept of pedagogical content knowledge (PCK) within the context of science teaching. First, an attempt is made to define this concept within the tradition of research on teachers' craft knowledge and to identify possible purposes of research on PCK. From this point of view, recent research on science teaching is investigated. This investigation identifies teaching experience as the major source of PCK, whereas adequate subject-matter knowledge appears to be a prerequisite. Finally, an empirical study is presented which focuses on PCK with respect to a specific topic—that is, chemical equilibrium. The effects on teachers' PCK of participation in an in-service workshop and conducting an experimental course in classroom practice are reported. This leads to the identification of elements of PCK teachers can use to promote student understanding. It is concluded that research on topic-related PCK may complement research on student learning of specific topics. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 673–695, 1998. 相似文献
997.
Laurent Chapelle Nikki Rommers Peter Clarys Eva D’Hondt Jan Taeymans 《Journal of sports sciences》2019,37(9):988-997
The aim of this study was to examine the magnitude of upper extremity bone mineral content (BMC) asymmetries in tennis players. Furthermore, the influence of sex (male versus female versus mixed), chronological age (juniors: < 18 years; adults: 18–39 years and seniors: ≥ 40 years) and starting age (early starters: < 14 years and late starters: > 18 years) on these asymmetries were examined. Two databases were searched for scientific articles that examined upper extremity BMC in tennis players. Pooling of the individual study effect sizes was conducted using the random-effects model. Three subgroup analyses were performed based on sex, chronological age and starting age. Out of the 15 included studies 24 effect sizes were extracted resulting in a significant difference in BMC value between the dominant and nondominant upper extremity of the tennis players (Standardised Mean Difference: 0.85 [95% CI: 0.67–1.03]). The three subgroup analyses all showed medium to strong effect sizes and significant intergroup differences. To conclude, BMC was significantly higher in the dominant upper extremity compared to the nondominant upper extremity in tennis players. Nevertheless, the influence of training volume and playing experience on these asymmetries are yet to be examined. 相似文献
998.
Although dancing is considered to be an important arts form, and is associated with various positive externalities, our understanding of the profiles of dancers and dance audiences are limited. We address the gap in the literature by exploiting survey data on cultural preferences and habits in Denmark for 2004. Our approach has allowed us to identify the socio-economic background of dancers, as well as their involvement in other cultural activities. Among other factors, we note that dancers are more frequent attendees at dance performances, than non-dancers; that they have typically lower incomes and tend to read more, play more video games and visit art exhibits more often. We are further able to separate the sample of dancers in relation to various types of dance practised, allowing us to provide insights on the differences between them. 相似文献
999.
Sara Knaeps Jan G. Bourgois Ruben Charlier Evelien Mertens Johan Lefevre 《Journal of sports sciences》2017,35(6):539-546
Approximately 3.2 million people die of non-communicable diseases (NCD) each year due to insufficient physical activity. Physical activity guidelines are possibly perceived as too demanding and might thus pose a barrier. We addressed the question if a more stable physical activity pattern is associated with higher levels of health-related fitness than one with high and low intensities, regardless of the physical activity level (PAL). Physical activity was objectively measured in 296 men and women (53.7 ± 8.94 years) with the SenseWear Pro Armband®. Using this data, the PAL and a Gini index were calculated to report the physical activity pattern. Health-related fitness was expressed as a fitness index. PAL was weakly correlated to health-related fitness (r = 0.38, P < .0001). The Gini index was also weakly correlated to the fitness index (r = 0.23, P < .0001). Results of the ANCOVA showed that participants in the first quartile of PAL always scored significantly lower for health-related fitness than participants in quartile four, after adjustment for the Gini index. These results suggest that as long as the volume of physical activity is high, health-related fitness will be high as well, independent of the physical activity pattern or variability in intensities throughout the day. 相似文献
1000.
Jan Nespor 《Zeitschrift für Erziehungswissenschaft》2014,17(3):27-42
How do we make sense of educational strategies that stretch across decades and generations? Taking the case of elite bankers in the US, this article argues that part of the strength of their education is its ability to accumulate and protect learning over the long-term, through long-term education strategies and structures. Synthesizing key recent texts on banking, the article describes four of these strategies—institutional wormholes, biographically entrained field structures, quasi-school structures, and inter-generational folding. These are tentative identifications: the article is a conceptual foray, an effort to define a problematic of the long-term in elite schooling, with implications for education in general. 相似文献