排序方式： 共有27条查询结果，搜索用时 31 毫秒
1.
2.
Ford P De Ste Croix M Lloyd R Meyers R Moosavi M Oliver J Till K Williams C 《Journal of sports sciences》2011,29(4):389-402
Within the UK, the "Long Term Athlete Development" (LTAD) model has been proposed by a variety of national governing bodies to offer a first step to considering the approach to talent development. The model, which is primarily a physiological perspective, presents an advancement of understanding of developing athletic potential alongside biological growth. It focuses on training to optimize performance longitudinally, and considers sensitive developmental periods known as "windows of opportunity". However, it appears that there are a number of problems with this theoretical model that are not necessarily transparent to coaches. Principally, the model is only one-dimensional, there is a lack of empirical evidence upon which the model is based, and interpretations of the model are restricted because the data on which it is based rely on questionable assumptions and erroneous methodologies. Fundamentally, this is a generic model rather than an individualized plan for athletes. It is crucial that the LTAD model is seen as a "work in progress" and the challenge, particularly for paediatric exercise scientists, is to question, test, and revise the model. It is unlikely that this can be accomplished using classical experimental research methodology but this should not deter practitioners from acquiring valid and reliable evidence. 相似文献
3.
Kiumars Zarafshani Marjan J. Gorgievski Ghossein H. Zamani 《The Journal of Agricultural Education and Extension》2013,19(1):69-80
Abstract This paper reports the results of a study to understand why some New Zealand dairy farmers are changing from twice-a-day (TAD) to once-a-day (OAD) milking. Increasing herd size, unavailability of suitable labour and changing lifestyle expectations from farmers and their staff have led some to explore OAD milking as a means of alleviating these issues. A convergent interviewing process was used with 21 dairy farmers who had all adopted OAD milking. A marketing approach, based on consumer behaviour theory and farming systems theory, was used to classify farmers into segments based on their different reasons for adoption. Six segments were identified, viz., herd expansion, time needed to build capital, decreasing labour, increasing labour flexibility, feed shortfalls, and herd health, motivating farmers to adopt OAD milking. Farmers in some segments such as herd expansion and feed shortfalls indicated that they were less likely to be long-term adopters than those in the other segments. Farmers interviewed unanimously understood that OAD milking led to reduced milk yield but were generally prepared to tolerate this to achieve their short-term or long-term goals. 相似文献
4.
Susanne Lijmbach Marjan Margadant Van Arcken C. S. A Van Koppen Arjen E. J. Wals 《Environmental Education Research》2002,8(2):121-135
This paper describes a multidisciplinary action research project that aimed to develop a theoretical framework and four exemplary teaching modules for elementary and secondary school that promote a pluralistic view on nature. In a 2-year study, researchers from three disciplines (pedagogy, sociology and philosophy) collaborated with curriculum developers and textbook authors. This paper presents the theoretical framework that was developed during the project. The teaching modules are described, and one of the modules is delineated. Finally, the results are discussed. 相似文献
5.
Kearney Matthew Treagust David F. Yeo Shelley Zadnik Marjan G. 《Research in Science Education》2001,31(4):589-615
This paper discusses student and teacher perceptions of a new development in the use of the predict–observe–explain (POE) strategy. This development involves the incorporation of POE tasks into a multimedia computer program that uses real-life, digital video clips of difficult, expensive, time consuming or dangerous scenarios as stimuli for these tasks. The program was created by the first author to be used by pairs of secondary physics students to elicit their conceptions of force and motion and encourage discussion about these views. In this computer learning environment, students were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. Other data sources for this study included audio and video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires. This paper will report on some findings from the study, focussing on student and teacher perceptions of the computer-mediated POE tasks. The findings have implications for the effective use of multimedia to enhance meaningful learning in science classrooms. 相似文献
6.
7.
In this article, we report on a study that investigated the motivational (e.g. intrinsic motivation) and dispositional variables (e.g. attitudes) that determine teachers’ intention to use or not to use digital learning materials (DLMs). To understand the direct and indirect relationships between these variables, we replicated a study in which self-determination theory (SDT) and the theory of planned behaviour/integrated model of behaviour prediction (IMBP) are combined and a distinction was made between global level psychological needs, and contextual level as well as situational level motivational constructs. Using a sample of 1273 teachers, our preliminary findings support the findings of the previous study. The combined model potentially provides us with a more comprehensive explanation of teachers’ volitional behaviour regarding their use of DLMs in their pedagogical practices than would be possible on the basis of SDT or IMBP alone. 相似文献
8.
This study focuses on problems in pupils’ reasoning when they situate historical phenomena in time. The context is the Dutch curriculum with 10 eras and characteristic features, which was implemented to support pupils in orientating themselves in time. Twenty-two pupils aged 6–12 conducted assignments in which they had to place historical phenomena in time. Next to problems that were described in previous studies, problems were identified that related to the names and icons of the 10 eras, which sometimes helped, but also hindered pupils in their reasoning. Awareness of these problems is helpful for teachers, teacher trainers and educational policymakers. 相似文献
9.
Marieke Thurlings Marjan Vermeulen Theo Bastiaens Sjef Stijnen 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):473-490
Despite that benefits of feedback in student learning are reported in much research, little has been reported regarding the use of feedback from teachers to other teachers—a key tool in professional development. In this study, we triangulated data from videotaped peer coaching sessions, questionnaires, and interviews regarding 12 primary school teachers in four peer groups in the Netherlands. We focused our research on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. Feedback dimensions were generally effective and the influence of the elements on the dimensions mostly aligned with the expectations. Teachers generally perceived feedback as effective. Moreover, effective observed feedback was perceived as effective. Findings indicate that peer coaches should stimulate coached teachers to become goal directed, specific, detailed, and neutral (neither positive nor negative) by using feedback elements so as to optimize feedback processes. 相似文献
10.
This study aims to provide deeper insight into participants’ (e.g. school principals, teachers and student teachers) perceptions of the actual and preferred situation in terms of the context, process and outcomes of practice-based research through teachers-as-researchers at Dutch professional development schools. We interviewed eight school principals, 10 teachers, and six student teachers from four professional development schools in the Netherlands. A trend displayed across all types of participants was their focus on the context dimension of research. Moreover, respondents often focussed in rather general terms on the process of conducting teacher research within the school and the content of this research. A major difference exists between perceptions of the actual and preferred situation related to the effects of teacher research on pupils’ outcomes: despite the central focus of research on pupil learning and learning results, according to participants effects on pupil level were not (yet) reached at this moment. These results suggest that in Dutch professional development schools increased attention is needed both by researchers and practitioners on the process and outcome dimensions of doing teacher research. 相似文献