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To compare the effectiveness of training in heat and in sweat clothing in cool conditions on improving heat tolerance, two groups of active subjects (n = 6 in each) performed an interval running heat-tolerance test before and after a 7-day experimental treatment. On each treatment day the subjects attempted to complete 4 x 15 min interval treadmill running periods (a 7.5 s effort every 30 s, on 15 km h-1, 15% grade; the same exercise format as the heat-tolerance test), which were interspersed with 5-min recovery periods (total time each day = 80 min). Group 1 (heat) ran in shorts, socks and shoes in hot humid conditions, and Group 2 (sweat clothing) ran in cool conditions dressed in shorts, socks and T-shirt covered by a polyester-cotton tracksuit, over which was worn 100% nylon spray-proof pants and jacket (cotton lined) with an acrylic cloth bobble hat (beanie) on the head. Both groups displayed changes typical of heat acclimatization over the 7-day period, with significant decreases in final rectal temperature (Tr) and heart rate (HR) being evident, but no change in sweat loss. Mean skin temperature (Tsk) was similar in both groups during the training sessions (heat group: 34.8-35.7 degrees C; sweat clothing group 34.9-35.5 degrees C). After the heat-tolerance test, both groups had significantly lower Tr, Tsk and HR values than before, and sweating sensitivity (g m-2 h-1 degrees C rise in Tr) was significantly increased. There was only one significant difference between the two groups (Tsk, 20th min value). It was concluded that training in sweat clothing in cool conditions can provide the same improvements in heat tolerance as training in hot humid conditions where a fixed exercise intensity and duration are used. 相似文献
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In an attempt to determine the nature of sex role differences as perceived by teachers, a survey of 60 secondary school teachers was conducted. The results revealed teacher perceptions of traditional male-female student behavior in the classroom, teacher preference for male teachers and male students, and the reluctance of most teachers to facilitate sex role behavior changes. Other evidence cited supports the claim of proponents that males and females are socialized differently-toward the maintenance of traditional sex role behavior. How the education system can aim for a new role balance allowing greater independence, integrity, and freedom from misconceptions about the other sex is discussed.
Résumé Dans le but de déterminer la nature des différences de rôle attribuables au sexe comme les professeurs le voient, une étude a été entreprise auprès de 60 professeurs d'école secondaire. Les résultats ont révélé les perceptions par les professeurs de conduite traditionnelle masculine et féminine en classe, la préférence de la part des professeurs pour étudiants mâles et enseignants mâles, et la répugnance de la majorité des professeurs de faciliter des changements dans la conduite attribuable au sexe. D'autres témoignages cités supportent l'affirmation des partisans de la différence sociale entre hommes et femmes-vers le maintien de la conduite traditionnelle relative aux sexes. La présente étude discute de quelle manière le système éducationnel peut être orienté vers un nouvel équilibre des rôles permettant plus d'indépendance et d'intégrité et moins de conceptions erronées à propos du sexe opposé.相似文献
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This article provides an extended, comprehensive example of how teachers, schools, districts, and external factors (e.g., parental pressure and policy mandates) shape curriculum research in the U.S. It retrospectively examines how three different middle school curriculum units were implemented and scaled‐up in a large, diverse school system. The curriculum materials were cognitively based, hands‐on, guided inquiry units; each focused on a different “big idea” in science. The units met some criteria for instructional strategies rated by the Project 2061 Curriculum Analysis. Using evidence‐based decisions, two of the units were found to be effective and equitable, and went to scale, but one was not effective. However, the course of scale‐up was also affected by a changing policy climate, and proceeded in unpredictable ways, with small scale effects not found at large scale, and experienced teachers less effective than inexperienced teachers. Four years after funding ended, none of the units were sustained within the school district. The interactions between the demands of the units and of the school district's policy environment suggests reasons why this occurred, despite evidence that two of the units were successful with diverse learners. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 305–332, 2012 相似文献
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This article reports on the results of a planning grant studying the effects of a highly rated curriculum unit on a diverse student population. The treatment was introduced to 1500 eighth grade students in five middle schools selected for their ethnic, linguistic, and socioeconomic diversity. Students were given pre‐, post‐, and delayed posttests on a Conservation of Matter Assessment and measures of motivation and engagement. This quasi‐experiment found statistically significant posttest results for achievement, basic learning engagement, and goal orientation. Analyses of disaggregated data showed that subgroups of students in the treatment condition outscored their comparison group peers (n = 1500) in achievement in all cases, except for students currently enrolled in ESOL. Analysis of video data of a diverse group of four students as the unit was enacted suggests that students entered a learning environment that permitted them to function in different, but consistent ways over time; that is, the frequency of students' manipulation of objects showed a different pattern of engagement for each of the four students compared with patterns of verbal responses such as the use of scientific terms. The results of this planning grant paved the way for a large study of the scale‐up of highly rated curriculum units. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 912–946, 2005 相似文献
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Olivia G. Holter Anisa N. Goforth Kristen Pyke Zachary R. Shindorf 《Journal of educational and psychological consultation》2020,30(3):255-284
ABSTRACTNative American youth face a number of challenges that affect their academic success and wellbeing. In schools, Native American youth are presented with textbooks that include stereotyped and distorted information about their peoples’ history. However, there is a gap in the literature showing whether these textbooks contain microaggressive statements. The current study is a qualitative inquiry into five Montana history that explores the following questions: The first, are there microaggressions in history textbooks used across Montana, and the second – if there are microaggressions, what are those themes? Results of this study indicate that these books included 96 microinvalidations, 54 microinsults, and 11 microassaults. The themes of these microaggressive statements expanded beyond Sanchez’s (2007) original themes. In turn, this study discusses the results from a perspective of White privilege, and how educational consultants can help combat this prejudice engrained in curriculum. 相似文献
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Journal of Science Teacher Education - 相似文献
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Robert L. Bangert-Drowns Curtis Pyke 《Educational technology research and development : ETR & D》2002,50(2):23-37
The quality of students' learning engagement may significantly influence their learning. Can teachers accurately judge student learning engagement with educational software? In this exploratory study, 3 fifth-grade teachers used a seven-level taxonomy to rate the frequency of different forms of engagement among 42 students interacting with different types of educational software. Teachers spontaneously treated the seven levels of engagement as a continuum, rating students highest on one level or a set of contiguous levels. Teachers generally agreed when ranking students by their typical levels of engagement, but disagreed regarding the actual frequencies of different engagement types. Ratings of software engagement conceived of as interpretive activity were correlated significantly with student reading test scores. Given the authentic classroom conditions in which this study took place, the results are promising for the classroom utility of the seven-level conception of student engagement with software. 相似文献
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Frank S. Pyke 《Research quarterly for exercise and sport》2013,84(4):1069-1076
Abstract This study assessed the effect of five selected treatments of preliminary activity on performance in the 60-yard dash, the cricket ball throw for distance, the jump reach, and the bicycle ergometer test of leg speed. The effect of such preliminary activity at different levels of achievement in the same performance tests was also investigated. An experimental sample of 15- to 17-year-old schoolboys (N = 45) underwent a testing program involving four consecutive days, with two sessions daily. On the basis of measures of pretreatment status, the subjects were matched into groups and subsequently exposed to the treatments. The treatments included identical maximal, identical submaximal, general strengthening, general flexibility and control routines. The statistical analysis of the results involved analysis of variance techniques. There was no evidence available indicating either that the treatments had an effect on the chosen motor performances or that there was a difference in this response at certain levels of achievement. As no measures of physiological function were taken, an assessment of the likely reasons for these findings could not be made. 相似文献
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AN INVESTIGATION OF GENDER AND OTHER VARIABLES ON TIME TO COMPLETION OF DOCTORAL DEGREES 总被引：7，自引：0，他引：7
A sample of factors presumed relevant to thetime required to complete doctoral degrees (TTC) wasexplored in a survey of 154 recent graduates of NaturalScience, Social Science, and Humanities doctoral programs at York University. In addition to thevariables of gender and discipline, characteristics ofthe supervisory relationship, as well as the graduate'sfinancial situation and enrollment status, were investigated. On average, respondents took5.94 years to complete their degrees with students inthe Natural Sciences the fastest completers. Althoughthere were no significant gender differences in TTC, male graduates were more satisfied withtheir doctoral education overall and the quality ofsupervision they received (from both their supervisorsand their supervisory committees) than were females. Males were also more likely to collaborate withtheir supervisors in the preparation of research papers.With respect to financial support, respondents who wereslower completers reported receiving more years of teaching assistantships. Additionally,respondents from the Natural Sciences reported receivingmore years of teaching assistantships and researchassistantships than respondents from the other disciplines. A multiple regression analysisrevealed that the following combination of variablesaccounted for 30% of the variance in TTC: beginning thedissertation research early in the program, remaining with the original topic and supervisor, meetingfrequently with supervisor, and collaborating withsupervisor on conference papers. 相似文献
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