How Community Colleges in Texas Prioritize Resources for Latino Men     

Sarah L. Rodriguez  Kelty T. Garbee  Ryan A. Miller  Victor B. Saenz 《Community College Journal of Research & Practice》2018,42(4):229-244

This study explored how administrators at community colleges conceptualized change related to resource allocation and managing competing priorities to support targeted programming for Latino men. The study included the perspectives of 39 administrators from seven community colleges across Texas using concepts associated with institutional change to ground our analysis. Findings revealed that state and national initiatives, particularly those concerned with enhancing success for students of color, influenced how community college administrators approached change on their campuses. In addition, community college institutional mission, leadership, and a desire for data-informed resource management influenced the approach to resource allocation for Latino men.  相似文献   

Energy Cost of Rebound-Running     

Victor L. Katch  John F. Villanacci  Stanley P. Sady 《Research quarterly for exercise and sport》2013,84(2):269-272

Using Sonstroem, Harlow, and Josephs' (1994) expanded version of the Exercise and Self-Esteem Model (EXSEM; Sonstroem &; Morgan, 1989), we explored how 9 older adults (6 women and 3 men, aged 65–72 years) involved in a resistance training program experienced and perceived changes in physical self-worth (i.e., improved strength, functional competency, physical condition, and body satisfaction). We conducted three in-depth interviews with each participant over the course of the program. In individual log books, participants recorded the weight lifted and the number of repetitions for each exercise. Our findings showed the course of changes in physical self-perceptions in these older adults and how actual individual changes in strength performance related to perceived changes in important psychological outcomes.  相似文献   

New Media,Micromobilization, and Political Agenda Setting: Crossover Effects in Political Mobilization and Media Usage     

Victor Bekkers  Henri Beunders  Arthur Edwards  Rebecca Moody 《The Information Society》2013,29(4):209-219

In November 2007, Dutch secondary school students revolted against a requirement known as the “1040-hour norm.” New Web technologies, like instant messaging, YouTube, and social networking sites, played an important role in the mobilization effort. In this article, the authors argue that these technologies facilitate a shift toward micromobilization by individuals and small groups. In this “1040-hour norm” case study, the authors analyze how the course of the political agenda-setting process is being transformed through the interplay between processes of meso- and micromobilization, and through new micro-to-mass media crossover effects. When supported by micromedia, the effects of micromobilization can create strategic surprises for traditional intermediary organizations and policymakers.  相似文献   

A review on the basketball jump shot     

Victor H.A. Okazaki  André L.F. Rodacki  Miriam N. Satern 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):190-205

The ability to shoot an effective jump shot in the sport of basketball is critical to a player's success. In an attempt to better understand the aspects related to expert performance, researchers have investigated successful free throws and jump shots of various basketball players and identified movement variables that contribute to their success. The purpose of this study was to complete a systematic review of the scientific literature on the basketball free throw and jump shot for the purpose of revealing the critical components of shooting that coaches, teachers, and players should focus on when teaching, learning, practising, and performing a jump shot. The results of this review are presented in three sections: (a) variables that affect ball trajectory, (b) phases of the jump shot, and (c) additional variables that influence shooting.  相似文献   

Effects of independent word practice with segmented and whole-word sound feedback in disabled readers     

Victor H.P. van Daal  Pieter Reitsma 《Journal of Research in Reading》1990,13(2):133-148

Reading-disabled children seem to have considerable difficulties in acquiring phonological recoding skills, which are considered to be very important in becoming a proficient reader. It is hypothesized that speech feedback may support the development of phonological recoding skills. The aim of the present study is to investigate the use of speech feedback during independent word reading and its effects on the remediation of reading skill. Three different conditions for independent practice were employed. For 17 subjects high-quality digitized speech was available on call. When speech feedback was requested either whole-word sound was provided (n = 8) or segmented-word sound was presented (n = 9). A control group (n=14) did not receive speech feedback at all. In a posttest both practised and nonpractised words were presented. Both help call behaviour during practice and changes in reading rate and accuracy from pretest to posttest were analyzed. It was found that speech feedback requests were not dependent on word difficulty. More calls for whole-word sound were made than for segmented-word sound, while latency times for whole-word sound requests were shorter than for segmented-word sound requests. Both forms of speech feedback were equally effective in reading practice words which were initially read incorrectly. However, there was a tendency for the learning effect on nonpractised initially hard-to-read words to be largest when segmented-word sound had been available. It is concluded that, whenever the goal of reading instruction is to memorize particular words, whole-word sound as well as segmented-word sound can be used. However, when more productive skills are aimed at, the most promising way of giving support is to present segmented-word sound, although only a nonsignificant tendency for transfer was found in the present study.  相似文献   

Prediction of attributional consequences in an actual achievement setting     

Douglas J. Palmer  Victor Willson 《Contemporary educational psychology》1982,7(4):334-345

One hundred ninety-six undergraduates who received feedback on a midterm examination participated in this study. A random subgroup formed a cross-validation sample. Through the use of regression analysis, it was found that both objective and subjective performance ratings did not predict subjects' expectancy ratings but did substantially predict their ratings of pride/shame. Inclusion of attributions enhanced prediction of expectancy but not pride/shame ratings of subjects. On the basis of the findings from this study, a partial reformulation of Weiner's attributional model was proposed. In addition, numerous methodological concerns associated with attributional research were examined.  相似文献   

STUDENT ASSESSMENT IN MEDICAL EDUCATION: A CANADIAN CASE STUDY     

Victor R. Neuféld M.D. 《Assessment & Evaluation in Higher Education》1982,7(3):203-215

The assessment system of a Canadian medical education program is described. The M.D. Program at McMaster University features the central use of clinical cases as the basis for learning, and the fostering of independence in learning by students. The assessment system, designed to match the objectives and methods of learning, is guided by several principles. These include a balanced emphasis on a range of objectives, the use of on‐going informal feedback, defined and shared responsibilities in assessment, and the design and use of measures which most appropriately match the objectives. More than ten years of experience has pointed out several lessons: if self‐directed learning is held as important, there is a trade‐off between excessively specific objectives, on the one hand, and too little guidance on the other. This attempt to create a balance between these extremes produces a degree of unevenness in the assessment system. External influences such as the national licensing examinations have some effect on the learning climate. It is predicted that the basic elements of the assessment system will remain in place, but some specific changes will occur. These include a clearer statement of objectives on which assessment can be based, the improvement of measurement tools, and an increased emphasis on the training of those who participate in the assessment system.  相似文献   

Phillips,D.C. philosophy,science, and social inquiry. New York: Pergamon press, 1987. 210pp. $14.95     

Victor L. Willson 《科学教学研究杂志》1989,26(7):653-655

  相似文献   

The Education of Taste     

Victor Q. Uinn 《Cambridge Journal of Education》1981,11(3):211-226

  相似文献   

Science teachers and scientific argumentation: Trends in views and practice     

Victor Sampson  Margaret R. Blanchard 《科学教学研究杂志》2012,49(9):1122-1148

Current research indicates that student engagement in scientific argumentation can foster a better understanding of the concepts and the processes of science. Yet opportunities for students to participate in authentic argumentation inside the science classroom are rare. There also is little known about science teachers' understandings of argumentation, their ability to participate in this complex practice, or their views about using argumentation as part of the teaching and learning of science. In this study, the researchers used a cognitive appraisal interview to examine how 30 secondary science teachers evaluate alternative explanations, generate an argument to support a specific explanation, and investigate their views about engaging students in argumentation. The analysis of the teachers' comments and actions during the interview indicates that these teachers relied primarily on their prior content knowledge to evaluate the validity of an explanation rather than using available data. Although some of the teachers included data and reasoning in their arguments, most of the teachers crafted an argument that simply expanded on a chosen explanation but provided no real support for it. The teachers also mentioned multiple barriers to the integration of argumentation into the teaching and learning of science, primarily related to their perceptions of students' ability levels, even though all of these teachers viewed argumentation as a way to help students understand science. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1122–1148, 2012  相似文献