Skills policy for growth and development: The merits of local approaches in Vietnam     

《International Journal of Educational Development》2021

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Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils     

Ceridwen Evans  Sandy Toogood  Stephanie Owen-Leeds  Leusa Dwyfor  Shabreen Jorammanawar  Nour Issa  J. Carl Hughes 《British Journal of Special Education》2021,48(3):369-392

Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance.  相似文献   

Reading and Teaching Literature as Writing     

Christer Ekholm 《Educational theory》2020,70(1):11-20

Christer Ekholm's point of departure in this article is Gert J. J. Biesta's call for a new pedagogical attitude that takes a stand against the current trend in education. At present, the dominant approach is to make what we do in school into something wholly predictable, measurable, and assessable, which (as Biesta argues) misses important aspects of what education actually is or should be. One such aspect has to do with “subjectification,” that is, events where someone makes an appeal to me, singles me out in my uniqueness, and makes me ethically responsible to the other one before me. What role can literary education play in facilitating such events? What kind of reading strategies should be promoted with the aim of such an ambition? On the basis of a critical analysis of the discursive construction of an opposition between reading as engagement and reading as distance, Ekholm argues that the answer to these questions is to be found in an alternative literature didactics, where the work of fiction is understood not as text, but as utterance; not as something written, but as writing; perhaps even, not in terms of object(ification), but of subject(ification)?  相似文献   

新中国成立70年来体育教育专业人才培养的演变与特征分析     

周红萍  吕万刚 《武汉体育学院学报》2020,54(8):65-71

研究新中国成立70年来体育教育专业人才培养特征与演变规律，是呈现体育教育专业发展历史的需要，是推动体育教育专业发展和改革的一项基础性工程。采用文献资料法、历史法、专家访谈法和逻辑分析法，对体育教育专业发展规模、专业定位、培养方案、课程设置、教学模式等方面开展研究，结果表明：新中国成立70年来，体育教育专业经历了学习与移植、探索与挫折、混乱与恢复、开放与改革、提速与跨越、实践与创新的演变过程。表现出专业规模不断扩大、培养目标由单一向多元发展、课程设置逐渐模块化和弹性化、选修课和实践课学时逐步增加、总学分缓慢降低、人才培养模式多样、教学方法不断更新等特征。这些演变是基于国际国内的政治、经济、文化和科技发展的历史缘由。当下，专业认证已全面铺开，坚持"一流专业"建设是培养卓越体育教师的根与本。  相似文献   

Application of velocity loss thresholds during free-weight resistance training: Responses and reproducibility of perceptual,metabolic, and neuromuscular outcomes     

Jonathon Weakley  Shaun McLaren  Carlos Ramirez-Lopez  Amador García-Ramos  Nick Dalton-Barron  Harry Banyard 《Journal of sports sciences》2020,38(5):477-485

ABSTRACT

The aim of this study was to investigate the differences and long-term reliability in perceptual, metabolic, and neuromuscular responses to velocity loss resistance training protocols. Using a repeated, counterbalanced, crossover design, twelve team-sport athletes completed 5-sets of barbell back-squats at a load corresponding to a mean concentric velocity of ~0.70 m·s^?1. On different days, repetitions were performed until a 10%, 20% or 30% velocity loss was attained, with outcome measures collected after each set. Sessions were repeated after four-weeks. There were substantial between-protocol differences in post-set differential ratings of perceived exertion (dRPE, i.e., breathlessness and leg muscles, AU) and blood lactate concentration (B[La], mmol·L^?1), such that 30%>20%>10% by small to large magnitudes. Differences in post-set countermovement jump (CMJ) variables were small for most variables, such that 30%<20%<10%. Standard deviations representing four-week variability of post-set responses to each protocol were: dRPE, 8–11; B[La], 0.8–1.0; CMJ height, 1.6–2.0; CMJ PPO, 1.0–1.8; CMJ PCV, 0.04–0.06; CMJ 100ms-Impulse, 5.7–11.9. Velocity loss thresholds control the magnitude of perceptual, metabolic, and neuromuscular responses to resistance training. For practitioners wanting to reliably prescribe training that can induce a given perceptual, metabolic, or neuromuscular response, it is strongly advised that velocity-based thresholds are implemented.  相似文献   

Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans     

《Learning and Instruction》2020

In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction.  相似文献   

Does spatial awareness training affect anatomy learning in medical students?     

Rene A. Gonzales  Gordon Ferns  Marc A. T. M. Vorstenbosch  Claire F. Smith 《Anatomical sciences education》2020,13(6):707-720

Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.  相似文献   

Protective behavior in ride-sharing through the lens of protection motivation theory and usage situation theory     

《International Journal of Information Management》2021

The frequent occurrence of security incidents in ride-sharing is a challenge for the survival of IT-enabled ride-sharing platforms. Passengers’ protective behavior is an effective means to alleviate this issue, with benefits to both the passengers and the platforms. This study explores the mechanisms of passengers’ protective behavior in the ride-sharing context by combining protection motivation theory (PMT) and usage situation theory. We test our hypotheses using data (n = 346) collected from a field survey based on a real scenario. The findings reveal that PMT and usage situation theory work well to explain passengers’ protective behavior during ride-sharing. This study explains the motivation behind passengers’ protective behavior in the ride-sharing context, extends the contents of PMT by exploring its antecedents, and extends the contents of usage situation theory by introducing a new dimension. Our findings can help ride-sharing platforms take appropriate strategies to improve passengers’ protective behavior.  相似文献   

Efficacy of using non-linear pedagogy to support attacking players’ individual learning objectives in elite-youth football: A randomised cross-over trial     

Simon J. Roberts  James R. Rudd  Matthew J. Reeves 《Journal of sports sciences》2020,38(11-12):1454-1464

ABSTRACT

The present study examined the efficacy of a coaching curriculum, based on non-linear pedagogy, on improving attacking players’ individual learning objectives (ILOs) in elite-youth football. Participants included 22 attacking players (i.e., centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (non-linear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e., strong foot finishing, weak foot finishing, 1-v-1 and decision-making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 (P< 0.02) and decision-making (P< 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support non-linear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency.  相似文献   

竞技武术套路科学化训练现状研究     

荣磊  王志辉 《中华武术(研究)》2020,(1):121-123

随着国家对武术发展的大力支持,近几年竞技武术赛事增多,对运动员提出了更高的要求。本文通过文献资料法、逻辑分析法、观察法等研究方法,从竞技武术套路训练现状的角度入手,分析了当今中国竞技武术套路训练现状,新规则对竞技武术套路及运动员的影响,并在此基础上提出了对策:加强竞技武术套路运动科学化训练,加强武术训练与科研的合作。  相似文献