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The survey Performance Standards for In-service Teachers is widely used to help describe teacher skills relating to instructional technology for assessment or planning of professional development. It is based on the six constructs of the National Educational Technology Standards for Teachers, and though used broadly in a variety of contexts, it does not appear to have undergone significant independent evaluation of its psychometric properties. Our analysis found that all six subscales possessed strong internal consistency (all α > 0.93). A subsequent confirmatory factor analysis supported both its current six-factor structure as well as a more parsimonious one-factor model. 相似文献
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Alberto Encarnación-Martínez Antonio García-Gallart Ana M. Gallardo Juan A. Sánchez-Sáez. Javier Sánchez-Sánchez 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(2):251-260
The third generation of artificial turf systems (ATS) has matched the mechanical behaviour of natural grass, but today a high heterogeneity at structural level and mechanical behaviour in the new ATS also exists. The objective was to analyse the effect of the structural components of ATS football pitches and running speed on the capacity of impact attenuation. A total of 12 athletes were evaluated at three speed conditions (3.33 m/s, 4 m/s and maximum speed) on four different ATS, classifying them by their components (length of fibre, type of in-fill and sub-base). Impact attenuation was significantly higher in ATS3, characterised by longer fibre compared to other ATS with less fibre length. The ATS4 with a higher length fibre and built on compacted granular material proportioned significantly lower values in the maximum peaks of tibia acceleration. Finally, as speed increases, the peak tibia impacts were significantly higher. Longer fibre length and the capacity to accommodate a higher quantity of infill facilitate higher impact attenuation. Equally, a compacted granular sub-base is related to lower magnitude of maximum tibia peaks. Finally, the magnitude of the tibia acceleration peaks is dependent of running speed for all ATS analysed, being higher as speed increases. 相似文献
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M. Plaza-Carmona G. Vicente-Rodríguez A. Gómez-Cabello M. Martín-García J. Sánchez-Sánchez L. Gallardo 《European Journal of Sport Science》2016,16(7):877-883
Objectives: The main aim of this study was to compare the bone mass of female football players with controls of different pubertal stages. Methods: Sixty five girls aged 8–14 years (10.14?±?0.1, Tanner stages I–IV) participated in the study. Twenty participants were prepubertal (10 prepubertal control) and 45 peripubertal (15 peripubertal control). All footballers trained two days per week while the control group did not perform regular physical activity outside of school. Body composition was assessed by Dual-energy X-ray absorptiometry. Analysis of covariance was performed to evaluate differences in lean and bone masses. Results: Significant differences in lower-body extremities lean mass (LLM) between peripubertal groups were found (P?P?P?Conclusion: Female footballers showed higher bone and lean masses compared to control counterparts; these differences are already detectable at prepubertal ages and more consistent after pubertal spurt. 相似文献
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The experiences of gifted students at the postsecondary level have not been studied widely. The goal of the present study was to explore and describe gifted students’ perceptions of their first year after high school regarding experiences of success and failure. Two focus groups were conducted with 12 students (8 males, 4 females) from different educational backgrounds, who had participated in a university-based enrichment program, to discuss topics related to their academic and socio-emotional experiences at a postsecondary level. Many students who attended vocational high schools experienced high levels of discomfort with their academic preparedness to face postsecondary education. Other initial problems were adapting socially to a new environment and perceiving themselves as “less” gifted than their peers. However, after these initial adjustment problems, students revealed high perseverance to face difficulties and a strong motivation for continuing the academic path they had outlined for themselves. Conducting longitudinal research and rethinking college services offered for gifted students are some of the implications discussed in this study. 相似文献
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Dominick Shattuck Kristen A. Corbell Jason W. Osbourne Gerald Knezek Rhonda Christensen Lisa Leonor Grable 《学校用计算机》2013,30(4):291-315
In this article the authors present a confirmatory factor analysis of the Teachers’ Attitudes Toward Computers (TAC) and the Teachers’ Attitudes Toward Information Technology (TAT) scales by Christensen and Knezek (1996, 1998) using large samples from three states. The TAC was reduced from 98 items and nine factors to 35 items and eight factors, while maintaining superior psychometric properties. The TAT was reduced from 50 items and five factors to 20 items measuring five factors, similarly maintaining excellent psychometric properties. The authors also developed a combined short form of both instruments using 42 items to measure 11 factors for use in situations where parsimony is critical. 相似文献
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Leonor Rodríguez Sinobas Raúl Sánchez Calvo 《European Journal of Engineering Education》2014,39(5):483-495
Several methodological approaches to improve the understanding and motivation of students in Hydraulic Engineering courses have been adopted in the Agricultural Engineering School at Technical University of Madrid. During three years student's progress and satisfaction have been assessed by continuous monitoring and the use of ‘online’ and web tools in two undergraduate courses. Results from their application to encourage learning and communication skills in Hydraulic Engineering subjects are analysed and compared to the initial situation. Student's academic performance has improved since their application, but surveys made among students showed that not all the methodological proposals were perceived as beneficial. Their participation in the ‘online’, classroom and reading activities was low although they were well assessed. 相似文献
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Laura Tuohilampi Anu Laine Markku S. Hannula Leonor Varas 《International Journal of Science and Mathematics Education》2016,14(6):1093-1111
Mathematics-related affect is established regarding both individual and interindividual levels. However, the interaction between the levels has not been elaborated. Furthermore, it is known that people may draw either from intrinsic or extrinsic experiences to construct their identities depending on their cultural environment. Thus, affective individual and interindividual levels seem to interact with culture. In this study we focus on the significance of and the interaction between the individual and the interindividual levels of affect. This is done with respect to 2 different types of countries (Finland and Chile) to include cultural effect. We use questionnaire-based data and pupils’ drawings of their mathematics class to find out about their individual and interindividual experiences. By using mixed data, we are not only getting a wider picture of pupils’ affect but we can also avoid the most typical errors made in the cross-cultural comparisons as the pupils’ own voice is strengthened. The main finding in the study is that the 2 affective levels are not congruent and that the incongruence appears differently in different types of cultures. 相似文献
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João P. Ponte João F. Matos Henrique M. Guimarães Leonor C. Leal Ana P. Canavarro 《Educational Studies in Mathematics》1994,26(4):347-365
The education system in Portugal is in the midst of a period of intensive reform. This paper describes the findings of a qualitative case study focusing on the views and attitudes of teachers and students participating in a pilot curriculum development programme stressing active methodologies and group work, conducted by the Ministry of Education. In particular it discusses their views and attitudes about mathematics, mathematics teaching and curriculum innovation. The teachers were found to struggle with a contradiction: whilst they approved the new orientations, which were seen as adequate and innovative, they complained strongly about the design and implementation of the programme — Students had a generally positive attitude towards mathematics, although there were differences among them. The 7th graders were satisfied with their mathematics classes and with the new curriculum. The 10th graders did not consider the changes as significant in themselves, but expressed concern for their academic progress. 相似文献