Judo     

Rodney Imamura  Benjamin Johnson 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):191-201

Twenty male judo players (10 black belt; 10 novice) executed the major outer leg reap, osoto‐gari, with maximal effort. Each throw was recorded within the two‐dimensional sagittal plane using a 60 Hz video camera. Kinematic data that best described the power of the ‘tori's’ (thrower's) sweeping leg and the velocity of the ‘uke's’ (recipient's) falling body were analysed using a Peak Performance Technologies Inc. Motus system. Data from black belt and novice groups were statistically analysed using a one‐way MANOVA (p = .05). Statistical analysis found only two variables for the ‘tori’ (peak angular velocity of the trunk; TTRK, and peak angular velocity of the ankle; TANK) to be significantly different. Large TTRK values for the black belt group indicated a proficient ability to create large momentum on the upper body of the ‘uke’. Significantly larger differences in trunk rotation velocities of the ‘uke’ by the black belt group reinforced this notion. These differences were attributed to good upper body to upper body contact or impact, which is considered an important aspect of the ‘osoto‐gari’. Significant differences in TANK values stressed the importance of executing plantar flexion near sweep contact. The results emphasised the importance of using the sweeping leg in a sequential kinetic link motion rather than as a single rigid segment.  相似文献   

Characteristics of High‐Risk College Student Drinkers Expressing High and Low Levels of Distress     

James M. Graceffo  Jeffrey A. Hayes  Caitlin Chun‐Kennedy  Benjamin D. Locke 《Journal of College Counseling》2012,15(3):262-273

The aim of this study was to identify variables that reliably differentiated between 2 groups of students who reported binge drinking at the same rate (6 to more than 10 times within the previous 2 weeks) but who exhibited different distress associated with their behavior. Results indicated that students who received an external expression of concern were more likely to be concerned themselves about their alcohol use. The clinical utility of this finding is discussed.  相似文献   

New teachers of color and culturally responsive teaching in an era of educational accountability: Caught in a double bind     

Betty Achinstein  Rodney T. Ogawa 《Journal of Educational Change》2012,13(1):1-39

The purpose of this article is to examine how and to what extent schools’ responses to accountability policies in the United States influence the ability of new teachers of color to draw on their own and their students’ cultural resources to engage in culturally responsive teaching. A 5-year study of 17 new teachers of color reveals that these teachers identified three principal tensions which correspond to the three dimensions of culturally responsive teaching: (a) cultural and linguistic relevance versus standardization, (b) community of learners versus teacher transmission, and (c) social justice versus enhanced test scores. The teachers also described two mechanisms by which accountability-based programs and policies were enforced: fear of monitoring and internalizing the link between testing and educational opportunity. We applied the metaphor of “double bind” to explain the tensions and enforcement mechanisms encountered by these teachers. The “double bind” forced the new teachers of color to enact contradictory systemic demands promoted by government policy and the teaching profession and exacted an individual toll. We conclude with implications for policy, practice, and research.  相似文献   

Analysis of patterns in time for evaluating effectiveness of first principles of instruction     

Frick  Theodore W.  Myers  Rodney D.  Dagli  Cesur 《Educational technology research and development : ETR & D》2022,70(1):1-29

Educational technology research and development - In this naturalistic design-research study, we tracked 172,417 learning journeys of students who were interacting with an online resource, the...  相似文献   

Creating culturally responsive environments: ethnic minority teachers' constructs of cultural diversity in Hong Kong secondary schools     

Ming-tak Hue  Kerry John Kennedy 《Asia Pacific Journal of Education》2014,34(3):273-287

One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public sector to examine how school teachers are handling this challenge. The study uses these interviews to establish a model for the creation of culturally responsive environments that may help to improve the academic performance and promote the personal growth of students in Hong Kong's secondary schools. Five aspects of cultural responsiveness are identified: conceptualising cosmopolitanism, raising sensitivity to “minor acts of racism”, managing the diverse learning needs of students, promoting a deep understanding of cultural values and helping students deal with the challenges of trilingualism. This study argues that ethnic minority teachers are engaged in a continuing cross-cultural process through which they make sense of the cultural diversity of students and re-learn their own beliefs and practices. The implications for the creation of a culturally responsive environment are also presented.  相似文献   

Introduction to the Special Issue     

Rodney K. Goodyear 《Educational Psychology Review》1997,9(3):219-219

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The effects of adopting the revised new york state regents earth science syllabus on selected teacher and student variables     

James Orgren  Rodney L. Doran 《科学教学研究杂志》1975,12(1):15-24

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Distance learning partnerships for underserved learners     

Nancy Feyl Chavkin Ph.D.  Paul A. Kennedy Ph.D.  Mark Carter 《TechTrends》1994,39(5):30-38

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Cognitive development of college freshmen     

C. Rodney Killian 《科学教学研究杂志》1979,16(4):347-350

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Policy structures used to facilitate school based HIV/AIDS education in Australia     

Kerry J. Kennedy 《The Australian Educational Researcher》1993,20(2):37-49

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