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1.
Rebecca Miles Narelle Lemon Donna Mathewson Mitchell Jo-Anne Reid 《Asia-Pacific Journal of Teacher Education》2016,44(4):401-414
As a field, Teacher Education has lived with continued criticism from governmental and research bodies on the quality of professional preparation and the lack of a strong research base. We respond to such criticisms by considering possibilities for further exploration of the research of practice and the practice of research in both initial and continuing teacher education. As both a theoretical and methodological challenge, this is tied recursively with research and practice in teacher education, for teacher educators, about teacher education. We draw on the theoretical resources of practice theories, to argue that teacher education practice must be informed by the study of the practice of teaching as well as research addressing the teaching of practice. In conclusion, we make a methodological case for reframing the roles of teacher and researcher within a “thirdspace” to consider the practice of researching teaching as recursive and always regenerative. 相似文献
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Male interscholastic swimmers (n = 8) completed a 4572 m training swim in 62 ±1.1 min (x ± s.e.) with terminal heart rate and blood lactate of 152 ± 6 beats min‐1 and 6.9±0.89 mM, respectively. Sweat rate (0.48±0.0951. h‐1) was lower than similar intensity cycling (1.5±0.13 1. h‐1) or running (1.1 ± 0.14 l.h‐1). Post‐swim serum urea N (11.6±0.71 mM) was elevated (P<0.05) vs pre‐swim (4.6±0.39 mM). Post‐swim urine volume (860±75 ml 24 h‐1) was reduced (P<0.07) and resulted in an elevated (P<0.05), but delayed (24–84 h), post‐exercise urea N excretion. Although the reduced urine and sweat production during the swim undoubtedly contributed to the elevated serum urea, there must be another explanation because together they could only account for 38% of the observed increase. On the basis of the magnitude of serum urea increase, it appears that the swim caused an increase in urea production (amino acid oxidation). The failure to observe larger increases in urinary urea during recovery indicates that either urea excretion following exercise continues for prolonged periods of time (>48 h) or another significant mode of nitrogen excretion exists. 相似文献
3.
Megan McPherson Kylie Budge Narelle Lemon 《International Journal for Academic Development》2015,20(2):126-136
Using social media platforms to build informal learning processes and social networks is significant in academic development practices within higher education. We present three vignettes illustrating academic practices occurring on Twitter to show that using social media is beneficial for building networks of academics, locally and globally, enhancing information flows, inspiring thinking, and motivating academic practice. Using a reflective and diffractive methodology, we illuminate how different flows of forces and relations are enacted. We argue it is in this fluidity of informal learning that perspectives are contested and shaped, and that academic developers can benefit by encompassing such practices. 相似文献
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因为我们大多数人都有手机,所以在工作时间打私人电话的问题已经有所改变。现在已经不再使用办公室电话打电话了,因为我们有手机彩铃、短信并且无论在什么时候都能联系上。 相似文献
6.
Peter W.R. Lemon 《Research quarterly for exercise and sport》2013,84(3):299-301
Abstract With endorsement of professional and official agencies, a study committee conducted a voluntary project to determine the health knowledge achievement of students in the two-unit health course required for graduation in the public junior colleges of California. A standardized test was given to over 5,000 students in 118 hygiene classes in 34 junior colleges at the beginning of the course, and again at its close. Although statistically significant gains were made in all institutions and in nearly all classes, the end-term mean achievement of 58.8 percent leaves much to be desired. The wide range of individual and class scores indicates the need for routine pretesting, with analysis and follow-up by remedial teaching to correct the disclosed deficiencies. 相似文献
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In 2009, a group of instruction-minded librarians in Oklahoma added unconference-like elements to their usual workshop structure and agenda to make their workshop more participatory and attendee-driven. The result was a virtual pre-workshop hosted on a Ning social networking site. The virtual pre-workshop enhanced the actual physical workshop in several ways. The group's new challenge: where to host its new pre-workshop format without Ning and how to gear the new format to be more mobile friendly while not excluding non-mobile interested workshop participants. 相似文献
8.
Urea production during prolonged swimming 总被引：1，自引：0，他引：1
Male interscholastic swimmers (n = 8) completed a 4572 m training swim in in 62 +/- 1.1 min (means +/- S.E.) with terminal heart rate and blood lactate of 152 +/- 6 beats min-1 and 6.9 +/- 0.89 mM, respectively. Sweat rate (0.48 +/- 0.095 l. h-1) was lower than similar intensity cycling (1.5 +/- 0.13 l. h-1) or running (1.1 +/- 0.14 l. h-1). Post-swim serum urea N (11.6 +/- 0.71 mM) was elevated (P less than 0.05) vs pre-swim (4.6 +/- 0.39 mM). Post-swim urine volume (860 +/- 75 ml 24 h-1) was reduced (P less than 0.07) and resulted in an elevated (P less than 0.05), but delayed (24-84 h), post-exercise urea N excretion. Although the reduced urine and sweat production during the swim undoubtedly contributed to the elevated serum urea, there must be another explanation because together they could only account for 38% of the observed increase. On the basis of the magnitude of serum urea increase, it appears that the swim caused an increase in urea production (amino acid oxidation). The failure to observe larger increases in urinary urea during recovery indicates that either urea excretion following exercise continues for prolonged periods of time (greater than 48 h) or another significant mode of nitrogen excretion exists. 相似文献
9.
Lemon 《中学生(作文版)》2012,(6):26-27
夏天到了，你打算怎样消暑呢？空调、风扇还是冰激凌？当然，这些方法都很有效，不过你知道吗，挂在屋檐下的风铃也可以祛暑呢！ 相似文献
10.
Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5–12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and teaching of digital technology. Exploring the teacher self-efficacy beliefs towards technology of pre-service teachers, this study surveyed pre-service teachers studying to become primary teachers in two states within Australia (Victoria and Queensland). Findings are important as they provide insights into current levels of perceived competence and confidence towards engaging with digital technology as a future teacher. Findings highlight vast difference across a variety of teacher skills and actions. Given that beliefs are resistant to change after the beginning phase of teaching, it is important to understand the current beliefs of pre-service teachers who will soon be present in Australian classrooms. 相似文献