A letter from the President of UKRA     

Fergus McBride 《Literacy》1968,2(1):2-4

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Student teachers' use of instructional choice in physical education   总被引：1，自引：0，他引：1  

Xiang P  Gao Z  McBride RE 《Research quarterly for exercise and sport》2011,82(3):482-490

Guided by self-determination theory and research on teacher beliefs, we examined student teachers' (STs) use of instructional choices in teaching physical education classes. Participants included 131 STs (52 men and 79 women) from a major university in the United States. STs completed questionnaires assessing three types of instructional choices (cognitive, organizational, and procedural) they provided and their rationale for providing their students with choices. The STs reported they gave students cognitive, organizational, and procedural choices. They firmly believed instructional choice promotes students' motivation, autonomy, and engagement in physical education. They also believed teachers should consider factors such as student characteristics and the beneficial effects when implementing choice in their classes.  相似文献   

Business intelligence in magazine distribution     

Neil McBride 《International Journal of Information Management》2014

This case discusses the use of business intelligence systems in the running and optimisation of magazine distribution by a UK company. The company collects a wide range of data to help it monitor and optimise a supply chain involving subcontractors. The case study raises a number of issues which are discussed. It illustrates the variety of forces which are driving companies to adopt business intelligence systems. It demonstrates how business intelligence systems can help run business processes. It explores the problems and issues with sourcing, collecting and cleaning data. Issues around anonymisation and the concept of a ‘single version of the truth’ are discussed and ethical issues highlighted. It concludes that an understanding of the role of interpretation in data collection, collation and subsequent decision making is critical to business intelligence and calls for more research in this area.  相似文献   

Longitudinal Goal Patterns and Their Effects on Students’ Motivation in Running Programs     

Ping Xiang  Yuanlong Liu  Ron E. McBride  April Bruene 《Journal of Experimental Education》2013,81(3):295-317

In this study the authors examined longitudinal achievement goal patterns and their effects on students’ motivation and performance from the 5th to 6th grade in physical education running programs. In their 5th and 6th grade, 412 participants completed questionnaires assessing their task and ego orientations, expectancy beliefs, task values, and intentions for future participation in running. They also completed a timed 1-mile run. Results revealed low task/low ego, low task/high ego, high task/low ego, and high task/high ego remained stable as goal patterns across the 5th and 6th grade. The majority of students moved to more motivationally adaptive goal patterns over time.  相似文献   

Thoughtful Decision Makingin Physical Education: A Modest Proposal     

Ron E. McBride  Ping Xiang 《Quest (Human Kinetics)》2013,65(3):337-354

A number of research agendas including teaching games for understanding, invasion games tactics, cooperative learning, seeking solutions to ill-defined problems, and examining learner's use of domain specific knowledge share thoughtful decision making as a common denominator. For the most part, each of these research strands have been investigated individually with little effort to link findings to a larger construct addressing thoughtful classrooms. This paper discusses the agendas and proposes a schema whereby thoughtful decision making represents a common conduit that might well lead to a more inclusive and informative theoretical model in physical education.  相似文献   

Making the hard decisions: Student teachers moving towards ethical judgment     

Brent A. McBride  Terri Hicks 《Journal of Early Childhood Teacher Education》2013,34(1):19-27

Abstract

In Australia in recent years, as in other countries, there has been media attention to, and public interest in, the ethical and proper behavior of people considered to be leaders in society. Some have been “caught out” for acting unethically—harming children, engaging in corruption, disregarding human rights and dignity. The time is right for educators, researchers and authors to demonstrate leadership in ethics by focusing on morals and ethics more strongly and overtly.

The teaching profession has not escaped scrutiny and criticism of their ethical practice. Members of the early childhood sector of the profession however, have demonstrated proactive leadership in ethics. In Australia, for example, a code of ethics and supporting materials were developed and leaders continue to develop supporting resources. This paper focuses on the professional preparation of the next generation of early childhood teachers. It has two primary purposes. Firstly, I raise questions about current notions of student teacher preparation for ethical practice in complex, changing contexts. Secondly, I propose some ideas aimed at better preparing student teachers for ethical judgment.  相似文献   

Integration of Physics and Biology: Synergistic Undergraduate Education for the 21st Century     

Terry Woodin  Helen Vasaly  Duncan McBride  Gary White 《CBE life sciences education》2013,12(2):120-123

This is an exciting time to be a biologist. The advances in our field and the many opportunities to expand our horizons through interaction with other disciplines are intellectually stimulating. This is as true for people tasked with helping the field move forward through support of research and education projects that serve the nation''s needs as for those carrying out that research and educating the next generation of biologists. So, it is a pleasure to contribute to this edition of CBE—Life Sciences Education. This column will cover three aspects of the interactions of physics and biology as seen from the viewpoint of four members of the Division of Undergraduate Education of the National Science Foundation. The first section places the material to follow in context. The second reviews some of the many interdisciplinary physics–biology projects we support. The third highlights mechanisms available for supporting new physics–biology undergraduate education projects based on ideas that arise, focusing on those needing and warranting outside support to come to fruition.  相似文献   

Effects of Sit up Exercise Training on Adipose Cell Size and Adiposity     

Frank I. Katch  Priscilla M. Clarkson  Walter Kroll  Thomas McBride  Anthony Wilcox 《Research quarterly for exercise and sport》2013,84(3):242-247

Abstract

The present experiment evaluated the effects of a 27-day sit up exercise training program on adipose cell size and adiposity. Fat biopsies were taken from the abdomen, subscapular, and gluteal sites by needle aspiration in 13 experimental and 6 control male subjects before and after a five days/week progressive training regimen. Day 1 consisted of 10 bouts of 10-sec exercise, 7 sit ups/bout, with 10-sec rest intervals; on day 27, 14 bouts of 30-sec exercise were performed, 24 sit ups/bout with 10-sec rest intervals. The total number of sit ups done was 5004. Fat cells were isolated using collagenase and photographed to determine cell diameter. Repeated measures ANOVA revealed significant decreases in cell diameter at the three biopsy sites (p<.01), but no significant differences in the rate of change (pre to post) in cell diameter between sites for the experimental and control groups (p>.05). Body weight, total body fat (underwater weighing), and fatfolds and girths remained unaltered. The results demonstrate that (1) the conventional sit up exercise does not preferentially reduce adipose cell size or subcutaneous fat thickness in the abdominal region to a greater extent compared to other adipose sites, and (2) significant changes in fat cell size may occur in the absence of changes in fatfolds, girths or total body composition.  相似文献   

Black-white IQ discrepancies may be related to differences in hemisphericity     

Cecil R. Reynolds  Ralph D. McBride  Lu Juan Gibson 《Contemporary educational psychology》1981,6(2):180-184

WPPSI and McCarthy Scales subtests were ranked by members of the National Academy of Neuropsychology according to relative reliance on left-cerebral-hemisphere function. Pairs of blacks and whites matched for a variety of demographic variables were administered the WPPSI (132 pairs) and the McCarthy Scales (148 pairs). Difference scores were calculated, in standard score units, for each WPPSI and McCarthy subtest. A pattern of positive correlation occurred between the size of black-white differences and the judged degree of left-hemisphere involvement in the task, suggesting that black-white IQ discrepancies may be partially explained by differences in hemisphericity.  相似文献   

Don't Blame the Hardware     

James R. McBride 《Educational Measurement》1994,13(2):46-46

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