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Kazemi M 《Journal of sports sciences》2012,30(3):277-283
The purpose of this study was to determine the rate and type of injury in elite Canadian Taekwondo athletes, before and during competition and to investigate the relationship between past injuries, injuries during competition and success. This retrospective case-series study incorporated Taekwondo injuries sustained by 75 male and female elite Canadian Taekwondo athletes over 10 years and its relationship to athletes' success by means of gaining medals during competition. A logistic regression model (using the Generalised Estimating Equations (GEE) method) was used to investigate the relationship between injuries and success. Injury rate was associated with performance after holding variables constant (Odds Ratio (OR) = 0.124, P = 0.039). Moreover, with each additional injury per match, competitors were 88% (1-0.124) less likely to win a medal. Although not statistically significant, additional injuries prior to competition were associated with a 30% increase in medal prevalence (OR = 1.299, P = 0.203). When comparing athletes (gender, tournament difficulty, injury variables), a competitor who is one year older is 10% less likely to medal (OR = 0.897, P = 0.068). When an additional injury occurred during competition, the athlete was 88% less likely to win a medal. Prevention, correct diagnosis, and immediate therapeutic intervention by qualified health care providers are important. 相似文献
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We examined how subjective assessments of recollection guide decision making. Subjective recollection was dissociated from accuracy during a forced-choice recognition task. Distracters were either similar to targets (match condition) or to other studied, but untested items (nonmatch condition). We assessed 223 participants (112 males) across three experiments (137 White, 37 Asian-American, 7 African-American, 4 American-Indian, 32 mixed race, 6 undisclosed). In Experiment 1, 6- to 10-year-olds and adults (N = 119) were less accurate (d = 0.70), but more likely to claim subjective recollection and make memory selections in anticipation of a reward in the nonmatch condition (ds = 0.64–0.70). This pattern was eliminated in 6- to 7-year-olds when we limited the number of selections (Experiment 2, N = 52), but was replicated when we required the selections to be counted (Experiment 3, N = 52), underscoring the effects of decision complexity on children’s self-reflections. 相似文献
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The study describes teachers' collective work in which they developed deeper understanding of their own students' mathematical thinking. Teachers at one school met in monthly workgroups throughout the year. Prior to each workgroup, they posed a similar mathematical problem to their students. The workgroup discussions centered on the student work those problems generated. This study draws on a transformation of participation perspective to address the questions: What do teachers learn through collective examination of student work? How is teacher learning evident in shifts in participation in discussions centered on student work? The analyses account for the learning of the group by documenting key shifts in teachers' participation across the year. The first shift in participation occurred when teachers as a group learned to attend to the details of children's thinking. A second shift in participation occurred as teachers began to develop possible instructional trajectories in mathematics. We focus our discussion on the significance of the use of student work and a transformation of participation view in analyzing the learning trajectory of teachers as a group. 相似文献
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Kristin Lesseig Rebekah Elliott Elham Kazemi Megan Kelley-Petersen Matthew Campbell Judith Mumme Cathy Carroll 《Journal of Mathematics Teacher Education》2017,20(6):591-619
In this article, we report on Researching Mathematics Leader Learning (RMLL), a project designed to support leaders in learning how to facilitate robust opportunities for teachers’ mathematical learning. Our two-phase research design allowed us to construct a set of videocase seminars, enact the seminar design with leaders, analyze these data, refine our seminar design, and implement a second set of seminars with a new group of leaders. We drew on the noticing literature to examine leaders’ pedagogical reasoning as they discussed videocases of professional development. In this article, we demonstrate how changes in our framework for leader development and the resulting changes in the prompts and tasks shaped leader noticing in three ways: (a) accounting for the mathematical work of the facilitator and teachers in the videocase; (b) linking the mathematical work to goals for teacher learning; and (c) reasoning around the facilitator’s work in advancing those learning goals. Analysis indicates that in Phase II, leader discussions were more focused on the mathematical and pedagogical work needed to advance teacher learning. Based on our research and development work with over 70 leaders, we offer a set of design principles for leader professional development. 相似文献
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Farhad Kazemi Abolfazl Rafiepour 《International Journal of Science and Mathematics Education》2018,16(4):737-757
The main purpose of this study was to develop a scale for measuring content knowledge (CK) and pedagogy content knowledge (PCK) of in-service elementary teachers on mathematical fractions. Another aim of this study was to consider whether CK and PCK are separate from each other, or are in a single body. Therefore, a scale containing 22 items about mathematics fractions was designed and administered to 256 elementary teachers. Exploratory factor analysis indicated four factors that three of which are included in PCK, that is, instruction, task, and student, whereas CK had just one factor. Also to evaluate fitness of model, confirmatory factor analysis was used. The results revealed that CK and PCK are separate and correlated, and the scale has suitable validity and reliability to measure CK and PCK of in-service elementary teachers on mathematics fractions. 相似文献
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Morva McDonald Elham Kazemi Megan Kelley-Petersen Karen Mikolasy Jessica Thompson Sheila W. Valencia 《Peabody Journal of Education》2014,89(4):500-515
In this article, we argue that teaching is and should be a central element to learning to teach, particularly as teacher education once again turns toward practice. From this perspective, we must elaborate how such a shift addresses the need to bridge the gap between knowledge for teaching and knowledge from teaching, between theory and practice, and among university courses and fieldwork. If the intent of such a shift is to fundamentally change the preparation of teachers, we argue that it requires teacher education programs to do more than increase the amount of time candidates spend in clinical field placements. It requires, we argue, that teacher educators engage in simultaneous innovation in three related, but distinct aspects of program design and implementation: organizational structures and policies, content and curriculum, and teacher education pedagogy. Without such dynamic engagement, the practice-turn will go the way of many past reforms in teacher education—it will be symbolic but not significant or meaningful. 相似文献
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