A comparison of the agreement,internal consistency,and 2-day test stability of the InBody 720, GE iDXA,and BOD POD® gold standard for assessing body composition     

Bruce W Bailey  Gabrielle LeCheminant  Timothy Hope  Mathew Bell  Larry A Tucker 《Measurement in physical education and exercise science》2018,22(3):231-238

The study compared the agreement, internal consistency, and measurement stability of the GE iDXA, BOD POD, and InBody 720. Body composition of 43 men and 37 women (31.4 ± 10.7 years; 90% Caucasian and 10% other) was assessed in triplicate using each method over two different days. Mean percent body fat (% BF) of the participants was different for all three machines (27.6 ± 10.0% [GE iDXA)] 25.6 ± 10.4% [BOD POD], and 21.3 ± 10.6% [InBody 720]; p < .05). The coefficient of variation for same day repeated measures was 1.06% (GE iDXA), 3.29% (BOD POD), and 2.97% (InBody 720). The coefficient of variation for 2-day repeated measures was 1.81% (GE iDXA), 4.61% (BOD POD), and 4.24% (InBody 720). The difference between the GE iDXA and BOD POD was within acceptable variability, while the InBody 720 significantly underestimated % BF. The internal consistency was highest for the GE iDXA, followed by the InBody 720, and then the BOD POD.  相似文献   

The roles of punctuation marks while learning about written numbers     

Bárbara M. Brizuela  Gabrielle A. Cayton 《Educational Studies in Mathematics》2008,68(3):209-225

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Strange bedfellows in science teacher preparation: conflicting perspectives on social justice presented in a Teach For America—university partnership     

Jill McNew-Birren  Tyra Hildebrand  Gabrielle Belknap 《Cultural Studies of Science Education》2018,13(2):437-462

Teach For America (TFA), a widespread and well-known route into the teaching profession, frequently partners with university-based education programs to prepare and certify its corps members. However, university-based teacher education programs frequently emphasize very different understandings of socially just education and priorities for training teachers from those of TFA. Accordingly, science teachers trained through TFA-university partnerships encounter conflicting understandings of science education, justice, and urban communities as they are introduced to teaching practice. In this ethnographic case study we explored the experiences and reactions of a cohort of TFA corps members in a science methods course as they engaged with TFA’s perspective focused primarily on enhancing students’ social mobility and the methods course emphasizing democratic equality through scientific engagement. The study considers intersections between TFA’s approach to teacher preparation and sociocultural perspectives on equitable science teaching. The study also lends insight into the contradictions and challenges through which TFA science teachers develop understandings about their role as science teachers, purposes and goals of science education, and identities of the students and communities they serve.  相似文献   

Ultrasound and cadaveric prosections as methods for teaching cardiac anatomy: a comparative study     

Griksaitis MJ  Sawdon MA  Finn GM 《Anatomical sciences education》2012,5(1):20-26

This study compared the efficacy of two cardiac anatomy teaching modalities, ultrasound imaging and cadaveric prosections, for learning cardiac gross anatomy. One hundred and eight first-year medical students participated. Two weeks prior to the teaching intervention, students completed a pretest to assess their prior knowledge and to ensure that groups were equally randomized. Students, divided into pre-existing teaching groups, were assigned to one of two conditions; "cadaver" or "ultrasound." Those in the cadaver group received teaching on the heart using prosections, whereas the ultrasound group received teaching using live ultrasound images of the heart. Immediately after teaching, students sat a post-test. Both teaching modalities increased students' test scores by similar amounts but no significant difference was found between the two conditions, suggesting that both prosections and ultrasound are equally effective methods for teaching gross anatomy of the heart. Our data support the inclusion of either cadaveric teaching or living anatomy using ultrasound within the undergraduate anatomy curriculum, and further work is needed to compare the additive effect of the two modalities.  相似文献   

Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: examples from Quebec,Canada, and Gauteng,South Africa     

Gabrielle Breton-Carbonneau  Rinelle Evans  Diane Pesco 《Compare》2012,42(3):373-391

Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes. Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds are taught in English. Two main themes emerged: (1) pedagogically, effective teacher–learner communication can break down when teachers are unaware of the roles that language and culture play in second language classrooms; (2) politically, efforts to assimilate learners into new socio-cultural/political contexts sometimes take precedence over sound pedagogical practice, such as drawing on the linguistic and cultural repertoire that learners bring to the classroom. This ongoing qualitative research underlines the importance of preparing pre-service and in-service teachers for the linguistic and cultural diversity they are bound to encounter in their classrooms, and of deepening their understanding of the influence of such diversity on the teaching–learning process.  相似文献   

Examining Systems of Influence and Breaking Methodological Barriers to Create Usable Knowledge     

Gabrielle Rappolt‐Schlichtmann  Sarah E. Watamura 《Mind, Brain, and Education》2013,7(4):232-233

The goal of this special section of Mind, Brain, and Education is to provide a platform on which practical insight can be gained from new empirical research on hormones and behavior in development. In this second installment we highlight two articles and a commentary, which broaden our focus beyond cortisol and stress system functioning to other hormone systems and tackle some of the methodological barriers to making research–practice connections in this domain. Articles specifically look at biology by environment interactions and offer nuanced procedures for hormone collection so as to allow for investigation into the day‐to‐day and even within day dynamic functioning of targeted systems.  相似文献   

Primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education     

Ann Marie Casserly  Bairbre Tiernan  Gabrielle Maguire 《欧洲特需教育杂志》2013,28(5):617-631

ABSTRACT

Previous research has focused on inclusive classroom practices in mainstream primary schools but little is documented regarding practices in multi-grade classrooms. The purpose of this paper was to report mainstream primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education specifically for students with special educational needs (SEN). The findings indicated that despite the difficulty of covering the curricula of the various grades, multi-grade teachers reported the implementation of flexible grouping practices (ability, mixed ability, social) for academic or social reasons. However, the tension between meeting the needs of the grade groups and the individual student with SEN were apparent, with some practices documented not necessarily inclusive. The importance of using appropriate grouping practices to enable teachers to include all students, thereby avoiding potentially negative effects of treating some students differently was emphasised.  相似文献   

An activity‐based learning third‐level course on survey sampling     

Gabrielle E. Kelly 《Educational studies》2010,36(4):461-464

This paper describes a novel method for the delivery of an introductory module on survey sampling at a third‐level institution. As part of the module, students undertake a practical survey that is of interest not only to themselves but also to university administrators and other module coordinators. Unlike many data collection activities used in class, these data have intrinsic value. This module is shown to produce students with a high level of expertise in survey sampling. It also fosters in students wider generic capacities, such as information, communication and problem‐solving skills and teamwork and leadership skills that prepare them for further study and employment. The emphasis on activity‐based learning has led to increased student participation, improved examination results as well as enhanced student satisfaction with the module.  相似文献   

我是月亮     

Gabrielle Fortier 《语数外学习(初中版)》2009,(10)

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Conversations about sexuality on a public university campus: perspectives from campus ministry students and leaders     

Charis R. Davidson  Gabrielle M. Turner-McGrievy  DeAnne K. Hilfinger Messias  Daniela B. Friedman  Alyssa G. Robillard 《Sex education》2017,17(1):103-118

Little is known about university campus religious organisations’ influence on students’ sexuality-related attitudes and behaviours. This study sought to better understand sexuality-related communication within the context of campus ministries by exploring students’ and campus ministry leaders’ conversational experiences at a public university in the south-east USA. Data sources included an online survey of undergraduates participating in student religious organisations (n = 57), focus groups with campus ministry students (n = 36), and individual interviews with campus ministry leaders (n = 19). Findings indicated student satisfaction with the focus and frequency of conversations about romantic relationships and sexual health within the context of campus ministries. However, both campus ministry students and leaders indicated discomfort in discussions of sexuality. Leaders acknowledged their need for better strategies to engage students; students focused on how to integrate religious messages about sexuality with messages from other sources. These findings suggest campus ministry leaders may benefit from focused training and support to communicate more effectively with college students about sexuality.  相似文献