Online aviation learning experience during the COVID-19 pandemic in Hong Kong and Mainland China     

Davy Tsz Kit Ng 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):443-474

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Maximum Dynamic Strength,Relative Dynamic Endurance,and Their Relationships     

Larry G. Shaver 《Research quarterly for exercise and sport》2013,84(4):460-465

Abstract

Nine males and nine females were used as subjects to test the null hypothesis that there would be no significant differences between the performance of college age males and females on three motor tasks. Star tracing, tapping, and rotary pursuit were the tasks used under two conditions: (a) while looking at a mirror that would cause a reversal effect, and (b) under standard conditions without looking at a mirror. Results revealed no differences between males and females on the tasks performed without a mirror. However, the females performed significantly better on the same tasks while looking at a mirror.  相似文献   

Placement and frequency of powerless talk and impression formation     

Craig Johnson  Larry Vinson 《Communication quarterly》2013,61(4):325-333

Study One examined the influence of initial use of hesitations and hedges on evaluations of witnesses and their persuasiveness in a budget hearing context. Results indicate that the negative attributions generated by the use of powerless language cannot be overcome by subsequent use of powerful talk. Study Two examined the relationship between the frequency of powerless language use and impression formation. For award/character and dynamism a perceptual threshold appeared to operate. The results of both studies suggest that auditors are very sensitive to the influence of powerless talk in formal settings.  相似文献   

What Is Measured Is Treasured: The Impact of the No Child Left Behind Act on Nonassessed Subjects     

Dr. Larry Eberlein 《Clearing house (Menasha, Wis.)》2013,86(6):287-291

In this article, the author reports the results of a national survey taken by state assessment directors on the impact of No Child Left Behind on nonassessed subjects between the years 2001-5. Results indicate that during this time, statewide assessment of science and writing increased whereas it decreased in the social studies, arts and humanities, listening, and technology and computers. Four themes emerged when survey takers queried participants about the impact of No Child Left Behind on nonassessed subject areas. First, reduction of resources and time for nontested subject areas was evident. Second, curriculum integration of nontested subject areas into the tested subjects increased. Third, alignment of curriculum and assessment with state standards increased. Fourth, several state assessment directors relayed they observed no impact.  相似文献   

“Don't Rush Me. I'm Learning”     

Larry D. Dorrell 《Clearing house (Menasha, Wis.)》2013,86(4):253-254

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BOOK REVIEW     

Larry Cadrain 《Educational gerontology》2013,39(12):903-904

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Knee extensor and flexor torque development with concentric and eccentric isokinetic training     

Miller LE  Pierson LM  Nickols-Richardson SM  Wootten DF  Selmon SE  Ramp WK  Herbert WG 《Research quarterly for exercise and sport》2006,77(1):58-63

This study assessed muscular torque and rate of torque development following concentric (CON) or eccentric (ECC) isokinetic training. Thirty-eight women were randomly assigned to either CON or ECC training groups. Training consisted of knee extension and flexion of the nondominant leg three times per week for 20 weeks (SD = 1). Eccentric training increased ECC knee extension and flexion peak torque more than CON training. The ECC group improved acceleration time and time to peak torque with ECC movements versus the CON group. Slow-velocity ECC isokinetic training yielded greater ECC and similar CON torque development gains versus CON training over the course of 20 weeks in young women.  相似文献   

David Tyack,November 17, 1930 – October 27, 2016     

Larry Cuban 《Educational Studies A Journal of the American Educational Studies Association》2017,53(1):98-99

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Studying parental involvement and university access and choice: An ‘interacting multiple capitals’ model          下载免费PDF全文

Fang Gao  Jacky Chi Kit Ng 《British Educational Research Journal》2017,43(6):1206-1224

Capital‐embedded parental involvement in education is essential in enhancing university enrolment and maximising the educational potentials for equality and excellence. Previous studies in this field have mainly utilised Perna's ( 2000 , 2006 ) model, which defines parental involvement as social capital and identifies the additive influences of different types of capital (including social, economic and cultural capital) on university access and choice. Yet, little research to date theorises and disaggregates the interplay among various types of capital as well as the multiplicative capital effects on enrolment. This study addressed this gap. We proposed an ‘interacting multiple capitals’ (IMC) model and hypothesised that parental social capital could moderate the effects of cultural and economic capital on entry to university. To validate the model, a pilot survey was administered to 216 university students of Korean ethnicity in China and investigated the models of involvement adopted by Korean parents in the context of the increasing labour mobility of the Korean adult population. Moderated multiple regression analysis was employed and the results confirmed the hypothesis that capital effects upon university access and choice were multiplicative in nature, with social capital moderating the cultural capital influence on students’ educational aspirations. The study findings show that the interaction of various types of capital variables is sufficiently statistically significant to warrant future research and policy and practical discussion of how to promote parental involvement in university preparation and planning.  相似文献   

The views of Pasifika students in New Zealand about communicating mathematically     

Sashi Sharma  Jenny Young-Loveridge  Merilyn Taylor  Ngärewa Häwera 《Asia Pacific Journal of Education》2011,31(4):503-519

This paper focuses on the perspectives of Years 7 and 8 Pasifika students on mathematics learning, in particular their views about the communication of solution strategies with others (their peers), and their teacher. Pasifika students' ideas about the importance of communicating their mathematical reasoning and strategies to peers and teachers were analysed and themes identified. While most students were in agreement about the importance of explaining their thinking to others, there was considerable variation in the reasons they gave for their views. The findings are interpreted in relation to socio-cultural theory and recent writing about requirements for citizenship in the twenty-first century.  相似文献