The inflammatory response to a wheelchair half-marathon in people with a spinal cord injury - the role of autonomic function     

Sven P. Hoekstra  Yoshi-Ichiro Kamijo  Tokio Kinoshita  Ben T. Stephenson  Victoria L. Goosey-Tolfrey 《Journal of sports sciences》2019,37(15):1717-1724

This study investigates the relationship between autonomic function and the inflammatory response to a wheelchair half-marathon in people with a spinal cord injury (SCI). Seventeen wheelchair athletes with a cervical SCI (CSCI, N = 7) and without CSCI (NON-CSCI, N = 10) participated in a wheelchair half-marathon. Blood was taken prior, post and 1 h post-race to determine the concentrations of adrenaline, noradrenaline, extracellular heat shock protein 72 (eHsp72) and interleukin-6 (IL-6). A sit-up tilt test was performed to assess autonomic function at rest. CSCI showed a lower supine ratio of the low and high frequency power of the variability in RR intervals (LF/HF RRI, p = 0.038), total and low frequency power of the systolic blood pressure variability (TP SBP, p < 0.001; LF SBP, p = 0.005) compared to NON-CSCI. Following the race, catecholamine concentrations increased only in NON-CSCI (p < 0.036). The increase in IL-6 post-race was larger in NON-CSCI (p = 0.040). Post-race catecholamine levels explained 60% of the variance in the IL-6 response (r = 0.77, p = 0.040), which was further increased when the resting autonomic function indices were added to the regression model (R² > 81%, p < 0.012). In summary, the dampened acute inflammatory response to a wheelchair half-marathon in CSCI was strongly associated with the autonomic dysfunction present in this group.  相似文献   

Attitudes towards school self-evaluation     

Jan Vanhoof  Peter Van Petegem  Sven De Maeyer 《Studies in Educational Evaluation》2009,35(1):21-28

Research reveals that a positive attitude towards self-evaluation is a pre-condition which favours successful school self-evaluation. This article describes how self-evaluation is regarded in schools and investigates whether school characteristics can explain differences in the attitude of individuals. We report on a survey study conducted among 2716 school principals and teachers in 96 schools. Our research shows that respondents expressed themselves more positively with regard to the possible results of self-evaluation than with regard to the self-evaluation process itself. We also found that school principals exhibit a more positive attitude than teachers. Multi-level analyses demonstrate that the attitude towards self-evaluation is related to the characteristics of the broader functioning of the school where the respondent works (such as school culture and whether or not the school concerned meets the criteria of a professional learning community).  相似文献   

Grenzen bürgerlicher Sportpädagogik     

Sven Güldenpfennig  D. Kurz 《Sportwissenschaft》1974,4(2):210-212

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Know-who? Linking faculty’s networks to stages of instructional development     

Sara Van Waes  Piet Van den Bossche  Nienke M. Moolenaar  Sven De Maeyer  Peter Van Petegem 《Higher Education》2015,70(5):807-826

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Newly qualified teachers' learning related to their use of information and communication technology: a Swedish perspective   总被引：2，自引：0，他引：2  

Sven B. Andersson 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):665-682

This qualitative study focuses on newly qualified teachers’ use of information and communication technology (ICT) as a tool for meeting the challenges of their everyday work. The overarching aim is to investigate whether they can contribute to new knowledge about learning in ICT contexts. Theoretical points of departure concern the changeable nature of learning in situations where ways of communicating knowledge and skills are changed. The study draws upon interviews and observations. The findings show intersections picturing the new technique as partly changing the circumstances for teaching, learning and collaboration between colleagues. The new teachers’ utterances show that ICT utilisation is extensive and exhibits great variation both among female and among male participants. Boundary‐crossing changes become visible in the collaboration between more experienced teachers and those who are newly qualified, especially when they work on a common development project. However, there are relatively few teachers who bring up active ICT use in connection with pupils’ learning. Changed roles because of ICT competence raise questions about the importance of systematic ICT features within teacher education. Many of the newly qualified teachers wish they had more knowledge about ICT and related techniques. Another question is whether newly qualified teachers who show interest in using the technique can take on the role as agents of change in their active and creative use of ICT.  相似文献   

Instruments for school self-evaluation: lost in translation? A study on respondents’ cognitive processing     

Jerich Faddar  Jan Vanhoof  Sven De Maeyer 《Educational Assessment, Evaluation and Accountability》2017,29(4):397-420

School self-evaluation (SSE), as an important leverage for quality assurance, often relies on surveys among staff members to collect information on the schools’ functioning. The extent to which respondents cognitively process items as developers intended them determines the cognitive validity of SSE results. However, it is unclear what problems occur in respondents’ cognitive processes which lead to cognitively invalid SSE results and how respondents’ positions in the school affects these cognitive processes. This study draws on cognitive interviews conducted with 20 teachers and principals to understand their thinking process while answering an SSE survey. Cognitively invalid results were analysed using a content analysis to identify problems in respondents’ cognitive processes. Findings showed that respondents experience semantic and syntactical issues when interpreting items. While elaborating, problems were found regarding items’ topic and focus, particularly concerning whom to make a statement about. Issues also emerged in the response stage, especially that the ‘don’t know’ option was not used as intended. Respondents’ positions influence their understanding about whom a statement is required and how self-evident some items are to them. These problems should be taken into account by developers of SSE surveys and other instruments that intend to measure organisational characteristics.  相似文献   

Students’ perceptions,academic departments’ image,and major‐choice in business administration studies—The example of Hamburg Business School     

Frauke Korfmann  Sven Müller  Sebastian Ehlert  Knut Haase 《Higher Education Quarterly》2021,75(1):51-76

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Testing the Consensus Model: relationships among physics teachers’ professional knowledge,interconnectedness of content structure and student achievement     

Sven Liepertz 《International Journal of Science Education》2019,41(7):890-910

ABSTRACT

The structure and definition of professional knowledge is a continuing focus of science education research. In 2012, a pedagogical content knowledge (PCK) summit was held and it suggested a model of professional knowledge and skill including PCK, which was later often called the Consensus Model (Gess-Newsome, 2015. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Teaching and learning in science series. Re-examining pedagogical content knowledge in science education (1st ed., pp. 28–42). New York, NY: Routledge). The Consensus Model proposes a potential powerful framework for the relations among teachers’ different professional knowledge bases, but to date it has neither been investigated empirically nor systematically. In this study, we investigated the relationships suggested by the Consensus Model among different aspects of teachers’ knowledge and skill. A sample of 35 physics teachers and their classes participated in the investigation; both teachers and their students in these classes took paper-and-pencil tests. Furthermore, a lesson taught by each of the teachers was videotaped and analysed. The video analysis focused on the interconnectedness of the content structure of the lesson as representation of the in-class actions of the teachers. The interconnectedness is understood as a direct result of the application of professional knowledge of the teachers to their teaching. The teachers’ knowledge showed no significant influence on the interconnectedness of the lesson content structure. However, the results confirmed the influence of interconnectedness and certain aspects of professional knowledge on students’ outcomes. Therefore, interconnectedness of content structure could be verified as one indicator of teachers’ instructional quality.  相似文献   

Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: A follow-up of seven text features     

Lieve Verheyden  Kris Van den Branden  Gert Rijlaarsdam  Huub Van den Bergh  Sven De Maeyer 《Journal of Research in Reading》2010,33(1):20-38

This semi-longitudinal study examined the development of narrative writing quality of young Turkish second language learners in mainstream Dutch-only education, and the impact of student-level and classroom-level predictors of narrative writing quality, using hierarchical linear modelling. Writing samples of 106 third graders and 111 fourth graders of seven Flemish primary schools were collected at the beginning and at the end of the school year. Measures included one holistic primary trait judgement, and six objective indices of text quality. Student-level predictors included age, SES and home language, while the classroom-level predictor focused on the home language pattern of the classroom. There was a significant mean growth for each index in each grade, but effect sizes differed from quite large for content and word level indices over moderate for sentence level indices to small for the text level index. Home language (Turkish) had a significant negative effect on all but one variables, particularly in Grade 4, while the negative effect of low SES was much more limited. A supplementary negative effect was found for homogeneity of classroom population. Implications of the study highlight the importance of student and classroom characteristics in writing achievement as well as the need to consider the poor performance of Turkish children.  相似文献   

Estimating the quality of performance assessments: The case of an ‘interactive examination’ for teacher competencies     

Anders Jonsson  Liesbeth K. J. Baartman  Sven A. Lennung 《Learning Environments Research》2009,12(3):225-241

Professional schools prepare students to become competent professionals. Consequently, there is a need for assessments that can determine the acquisition of the relevant professional competencies. Although using performance assessment to replace traditional paper-and-pencil tests might provide one way to move forward, the use of performance assessments for summative purposes has been shown to be problematic (e.g. marker consistency and construct representation). With the aid of a comprehensive framework of quality criteria for competence assessments, this article considers if one particular existing competence assessment methodology is suitable for summative as well as formative use. It is argued that the comprehensive quality estimation of the examination procedure aids in identifying strengths and weaknesses in the assessment methodology, and that this information can be used to facilitate the inclusion of performance assessment in higher education, both for summative and formative use.  相似文献