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Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. 相似文献
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The aims of this experiment were to determine whether there are differences between the sexes in the three-dimensional angular rotations of the lumbo-pelvic-hip complex during running and, if such differences exist, to establish whether factors other than sex can explain the observed differences. A cohort of 44 non-injured runners (22 males, 22 females) who usually ran more than 20 km per week were voluntarily recruited. All trials were conducted on a treadmill at a running speed of 4.0 m x s(-1). Reflective markers were placed over specific anatomical landmarks of the thoraco-lumbar spine, pelvis and femur. Data were captured using a VICON motion analysis system. Females tended to display a greater peak-to-peak oscillation for most of the angular rotations. An offset was the main difference between the male and female group mean waveforms for pelvis anterior-posterior tilt. Forward stepwise regression analysis revealed that sex was the most common variable related to the amplitudes of the angular rotations. Given these results, sport scientists conducting future biomechanical studies using angular data to test hypotheses are advised to be extremely cautious about averaging across male and female participants. 相似文献
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How does the human body defend itself, and why does it choose the paths it does choose? 相似文献
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How does the immune system make sure that the assorted recognition keys it cuts for itself do not open the wrong doors and cause self-inflicted disease? How Does the Immune System Weed the Developing Repertoire? 相似文献
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Sudhakar Rath 《European Journal of Psychology of Education - EJPE》1998,13(3):399-409
The study examined the differential efficacy, maintenance and generalisation effects of verbal self-instructional (VSI) training on reading disabled children. Type of sub-culture (Tribal Vs. Non-tribal) is crossed with type of cognitive stage (concrete Vs. formal operation) to produce four training groups with 15 subjects per cell. The subjects were trained for 10 weeks and retested for post-test and follow-up data. While VSI training was beneficial to non-tribals and children of formal operational stage, it failed in case of tribals and children of concrete operational stage. VSI effects were maintained over four months time and evidenced clear generalisation effects. 相似文献
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Portus MR Rosemond CD Rath DA 《Sports biomechanics / International Society of Biomechanics in Sports》2006,5(2):215-230
This study investigated the bowling arm kinematics of 21 elite fast bowlers (mean +/- SD; age = 27.8 +/- 3.9 years) while performing in test, tour and one day international matches. Thirty-one of the 34 deliveries analysed exhibited straightening at the elbow joint (straightening min = 3 degrees, max = 22 degrees, mean +/- SD = 9 +/- 5 degrees), which by strict definition in the 2000 laws of cricket made them illegal. Five deliveries from three bowlers exhibited hyperextension of the bowling elbow (19 +/- 5 degrees). When assessed against an arbitrary threshold of 15 degrees for elbow straightening, ball speeds for deliveries above this threshold (39.5 +/- 2.0 m/s) were significantly faster (effect size = 1.4; p = 0.006) than deliveries below it (37.1 +/- 1.4 m/s). When grouped by delivery length, the bouncers and short deliveries recorded more elbow straightening (12 +/- 6.6 degrees) than the good length deliveries (9 +/- 4.4 degrees) and the full deliveries (8 +/- 5.7 degrees), although these were not statistically significant differences. The results of this study support the implementation of a tolerance threshold for assessing the legality of fast bowling actions. Further research is recommended into in-match kinematic modelling, laboratory based assessments of illegal bowling actions, perceptual aspects of bowling actions and remedial methods to reduce elbow straightening in bowling actions. 相似文献
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This article summarizes the research literature that describes the nature and effectiveness of services that are provided to college students with learning disabilities. Six categories of services are described: assistive technologies and programs, program modifications, therapy and counseling, strategy training, direct academic assistance, and interventions designed to strengthen weak academic skills. Nearly all of the literature that was examined fell within the first 5 categories, with only 3 studies describing efforts to directly improve the academic performance that identified a student's learning disability. In addition, there is almost a total lack of evidence showing that any of the first 5 categories of services resulted in improved academic performance. There was, however, evidence that attempts at improving academic skills resulted in improved academic performance. The article concludes with a discussion of the role that learning disability services should play in a college environment. 相似文献
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Spirit Brooks Asilia Franklin-Phipps Courtney Rath 《International journal of qualitative studies in education》2018,31(2):130-142
In this paper, we take an unsanctioned academic network, a writing group, as a site of inquiry into both the broad given-ness of the norms of the neoliberal academy and our simultaneous compliance with and resistance to these norms. We choose to comply because we are invested in becoming academics; we continue to research and write for conferences and publication and to frame our scholarly work in terms of how it can be used on our CVs. We choose to resist by working collaboratively and towards remaining intelligible (both to ourselves and to those outside the academy) while becoming scholars. Here we put several concepts to work to think about the role of the writing group in our experiences as becoming-scholars, in particular ‘becoming-minoritarian,’ ‘schizoid subjectivities,’ ‘agential assemblage,’ and ‘institutional passing.’ Then, to think about how we (might) live through the process of becoming academic, we turn to the concept of survivance. 相似文献
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