Effects of glucose–fructose versus glucose ingestion on stride characteristics during prolonged treadmill running     

Patrick B. Wilson  Stacy J. Ingraham 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(3):270-282

Scarce research has examined the effects of carbohydrate composition on running stride characteristics. On two occasions, 14 males and 6 females completed a 120-min sub-maximal run followed by a 4-mile time trial. Participants consumed glucose (GLU) or glucose–fructose (GLU–FRU) beverages supplying 1.3 g/min carbohydrate. Substrate use, psychological affect [Feeling Scale (FS)], and stride characteristics (stride frequency, stride length, and contact time) were assessed. Effects were expressed as Cohen’s d (90% confidence limits [90% CL]). CLs for stride frequency differences at 53 min (90% CL = 0.04–0.21) and 113 min (90% CL = 0.02–0.24) did not cover 0, indicating a positive effect of GLU–FRU. However, effect sizes were small (d = 0.13) and likely-to-very-likely trivial. Energy expenditure differences at sub-maximal end were very likely trivial (d = 0.08; 90% CL = 0.00–0.17), while FS ratings were possibly higher for GLU–FRU at 50 (d = 0.19; 90% CL = ?0.10–0.48) and 110 min (d = 0.16; 90% CL = ?0.13–0.45). During the time trial, stride length was possibly higher with GLU–FRU (d = 0.13; 90% CL = ?0.08–0.33). Glucose–fructose co-ingestion has no significant effect on stride characteristics during constant-velocity running but may result in slightly higher stride length during self-paced running.  相似文献   

Steps Toward Transformation: One College’s Achieving The Dream Story     

Dawna Wilson  Beverly L. Bower 《Community College Journal of Research & Practice》2016,40(11):965-967

Tarrant County College’s Achieving the Dream transformation has not only changed the college but all who engaged in the initiative. In four years, through ATD TCC became a college with one purpose, one goal, and one focus—student success through data informed decision making. From TCC Chancellor Dr. Erma Johnson Hadley to campus administrators, faculty, and staff, the college embraced the call for systemic change and fully engaged in the step by step process. Personnel throughout the college reported widespread satisfaction with senior leadership and viewed collaborations with colleagues across the district as beneficial and personally rewarding. Tireless endeavors to wholly engage stakeholders, build a culture of evidence, and employ effective student success interventions through ATD not only transformed TCC but ushered the college onto the national stage with Leader College recognition. The college’s next steps include keeping that momentum going and building on what it has accomplished.  相似文献   

Growing up in a tourist destination: developing an environmental sensitivity     

Antonia Canosa  Anne Graham  Erica Wilson 《Environmental Education Research》2020,26(7):1027-1042

Abstract

This paper explores how the socio-cultural milieu of a community may foster a sense of environmental stewardship among children and young people. Ethnographic fieldwork, carried out in a popular tourist destination in Australia, revealed that the overt impacts of tourism activity such as littering provoke negative feelings among children and young people; these perceptions can in turn translate into a sensitivity towards the environment. While debated in some circles, a Significant Life Experiences (SLE) lens is useful in understanding children and young people’s lived experiences of – and sensitivity to - environmental issues in the communities where they are raised. SLE is employed in this article to explore how a sense of stewardship towards the environment is developed among children and young people growing up in a tourist destination. Findings suggest they actively contribute to protecting the environment in a variety of ways from regular beach clean ups and educating visiting tourists to participating in rallies and anti-development protests.  相似文献   

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

How do instructional designers evaluate? A qualitative study of evaluation in practice     

David D. Williams  Joseph B. South  Stephen C. Yanchar  Brent G. Wilson  Stephanie Allen 《Educational technology research and development : ETR & D》2011,59(6):885-907

This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research are discussed.  相似文献   

Validation of a self-perceived media competence instrument for pre-service teachers / Validación de un instrumento de autopercepción de competencia mediática para docentes en formación     

Julio-César Mateus  Wilson Hernández-Breña  Mònica Figueras-Maz 《Cultura y Educación》2019,31(2):436-464

Abstract

Key to guaranteeing the fundamental human rights of freedom of expression and information is the development of media competence, particularly in schools. Training teachers in the area of media competence is particularly important for developing these skills in the broader citizenry. In order to provide educators and educational policymakers with a useful diagnostic tool, we have designed a self-perception questionnaire. The questionnaire was applied to a sample of Peruvian education students (N = 501). On the one hand, the results confirm the construct’s coherence, validity and instrumental reliability. On the other hand, they allow us to propose a theoretically based update to the way in which this construct is interpreted and applied, confirming the multidimensionality of media competence. Finally, we use this empirical evidence to discuss the integral, transversal and ecological status of media competence.  相似文献   

Is science itself the cause of ineffective science teaching?     

Fred Wilson 《Interchange》1992,23(3):297-302

In her article “A Possible ‘Orality’ for Science?” (Interchange, Vol. 23, No. 3, pp. 227–244), Rampal argues that science can be made more relevant to students if its language is reformed and replaced by one that contains elements drawn from oral cultures. There is some point to this policy proposal, but it fails to note that the dispassionate and impersonal prose of science has its own function in the on-going practice of science. The real task for the teacher should not be reforming the language of science but rather using oral culture to lead students in the excitement of scientific theories and the joys of scientific research, bringing them in the end to a mastery of the prose style that the scientific community has found serves well its goal of increasing our knowledge of laws of nature.  相似文献   

A Feedback Procedure for Teacher Trainees Working with Parent Tutors of Reading     

Wilson Henderson  Ted Glynn 《教育心理学》1986,6(2):159-177

Abstract In this pilot study, four third‐year teacher trainees were trained to give feedback to parents who were tutoring their own children in reading using the Pause Prompt and Praise procedures. The trainees learnt to teach the procedures to the parents and then to give feedback by prompting parents to remember and explain their own tutoring behaviours. Baseline measures showed that when trainees were asked to help parents in any way they could to implement the procedures, they used very intrusive forms of prompts. Following training trainees used much less intrusive forms of prompts, giving parents more opportunity to remember and explain their own tutoring behaviours. It was argued that less intrusive forms of prompting when giving feedback may have been of more assistance to parents in learning the procedures than more intrusive forms of prompting, since parents may have learned to become more independent of trainee support. This, in turn, may have contributed to the substantial gains in children's reading levels which occurred.  相似文献   

Quality Control for Teachers Designing Materials     

G. V. Wilson 《British journal of educational technology : journal of the Council for Educational Technology》1974,5(3):73-74

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Jan Wilson 《TechTrends》2004,48(6):3

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