ethanporcaro/eric-fulltext-meta huggingface dataset:
Broadening Views of Learning: Developing Educators for the 21st Century through an International Research Partnership at the Exploratorium and King's College London
Author: Bevan, Bronwyn
Date: 2010-00-00
Type: Journal Articles
Subjects: Information Science Education,Partnerships in Education,Higher Education,Foreign Countries,Teachers,Workshops,Information Technology,Museums,Science Education,Evidence,Science Curriculum,Elementary Secondary Education,Faculty Development

This article describes efforts to develop educators, in both formal and informal settings, who possess theories of teaching and learning that not only encompass but, perhaps, depend on bridging institutional and contextual boundaries. It describes the experiences of The Exploratorium, a museum in San Francisco, King's College London, and the University of California Santa Cruz, in a National Science Foundation-funded project. The article begins with a discussion of the growing interest that science education decision makers and policymakers show in bridging formal and informal settings and resources to make learning in K-12 science more engaging, authentic, and conceptually rich. It then describes how CILS designed programs and partnerships to support the development of educators to have not only expanded views of learning, but also experience and facility with designing and leading programs that draw on features and affordances of both formal and informal science settings. The authors close with a discussion of the types of evidence and understanding that are required to expand and sustain educational partnerships that span formal and informal boundaries.
Anaerobic Endurance of Young Untrained Male and Female Subjects
Author: Sienkiewicz-Dianzenza, Edyta
Date: 2009-00-00
Type: Journal Articles
Subjects: Body Height,Body Composition,Females,Males,Adults,Gender Differences,Tests,Performance,Measurement Techniques,Exercise,Exercise Physiology,Comparative Analysis

Study aim: To assess the anaerobic endurance of untrained male and female subjects by applying repeated maximal exercises. Material and methods: Untrained male subjects aged 23-27 years (n = 17, body height 170-197 cm, body mass 65-110 kg) and female ones aged 20-25 years (n = 10, body height 168-184 cm, body mass 55-86 kg) performed 6 maximal cycle ergometer (CE) exercises (64 flywheel revolutions each, spaced by 15 s intermissions, the load amounting to 75 g per kg body mass) and 6 bouts of 10 push-offs on an inclined plane device (IP). Mean and maximal relative power outputs were recorded, the ratio of the two--the performance index (PI), served as a measure of anaerobic performance. Results: Men attained significantly higher maximum power outputs than women in both tests but the respective PI values were in both genders alike. Highest power outputs amounted to 10.80 [plus or minus] 0.91 and 9.45 [plus or minus] 0.43 W/kg (cycle ergometer) for men and women, respectively, and to 20.06 [plus or minus] 3.78 and 13.70 [plus or minus] 1.88 W/kg (inclined plane) for men and women, respectively. No significant differences between genders were found for the PI values in either test but significant within-gender differences were detected between tests: mean PI values ([plus or minus]SD) amounted to 0.799 [plus or minus] 0.052 and 0.850 [plus or minus] 0.063 for men (p less than 0.01), and 0.803 [plus or minus] 0.030 and 0.875 [plus or minus] 0.078 for women (p less than 0.05), for CE and IP, respectively. Conclusions: The performance index enabled comparing male and female subjects, as well as different exercise tests consisting of repeated, short, maximal exercises, with respect to anaerobic endurance. (Contains 2 figures.)
Teaching Science in the City: Exploring Linkages between Teacher Learning and Student Learning across Formal and Informal Contexts
Author: Rivera Maulucci, Maria S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Evaluation Research,Museums,Science Teaching Centers,Science Teachers,Seminars,Inservice Teacher Education,Preservice Teacher Education,Informal Education,Correlation,Teaching Methods,Academic Achievement,Educational Environment,Science Curriculum,Science Instruction,Student Participation,Partnerships in Education,Public Schools,College School Cooperation,School Community Programs,Undergraduate Students,Majors (Students),Elementary School Science,Grade 3,Interviews,Field Trips

This paper describes the Science in the City seminar, an innovative approach to in-service and preservice science teacher development that bridges formal and informal science learning contexts. Drawing upon the tenets of design and evaluation research, the study focuses on the teachers' presentations of evidence of student learning from trips they made to the museum. The findings show linkages between teacher education, teacher practices, and student learning through (a) novel use of the museum as a place to learn science connected to mandated science curricula and (b) clear, reciprocal connections between students' learning in the museum and in the science classroom. We discuss instances of teacher learning falling short of equity goals and examine how structured and unstructured student engagement strategies were employed at meso and micro levels. (Contains 1 footnote.)
The TRUST Partnership: Institutional Impacts at Lehman College
Author: Sloan, Heather
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Change,Natural Sciences,Science Education,College Science,Higher Education,Outcomes of Education,Museums,Partnerships in Education,Secondary Education,Science Teachers,Science Curriculum

This work explores the institutional impacts at Lehman College, City University of New York, of the Teacher Renewal for Urban Science Teaching (TRUST) Project, a partnership between the American Museum of Natural History and Brooklyn and Lehman Colleges funded by the National Science Foundation. We examine the impact that TRUST had and continues to have at Lehman College through its external partnerships, the evolving natural sciences-education cultural changes within the college, changes within the departments involved, and student outcomes and reflections. (Contains 3 figures.)
State/Trait Anxiety and Anxiolytic Effects of Acute Physical Exercises
Author: Guszkowska, Monika
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Correlation,Anxiety,Adults,Adolescents,Pretests Posttests,Predictor Variables,Questionnaires,Leisure Time,Leisure Education,Exercise,Exercise Physiology

Study aim: To determine anxiolytic effects of acute physical exertions in relation to the initial anxiety state and trait in women. Material and methods: A group of 163 women aged 16-56 years, attending fitness clubs in Warsaw, participated in the study. They selected a single exercise to perform--strength, aerobic or mixed, lasting 30 to over 60 min. They were requested to fill Spielberger's STAI questionnaires for determining the state anxiety (pre- and post-exercise) and trait anxiety (post-exercise). Questionnaire results were converted to logarithms, pre-post differences were computed and correlated with age, trait anxiety and pre-exercise state anxiety. Multiple correlation and the contributions of independent variables to the total variance of pre-post differences were also computed. Results: Pre-post differences in state anxiety were significantly correlated with pre-exercise state anxiety (r = 0.514; p less than 0.001) but not with either age or trait anxiety. As shown by regression equation, pre-exercise state anxiety up to 28 may, on the average, be associated with post-exercise increases. The contribution of pre-exercise state anxiety to the total variance of pre-post differences amounted to 27% (p less than 0.001), those of other variables not exceeding 5%. Conclusions: The fact that subjects with high pre-exercise state anxiety are prone to its highest decrease post-exercise ought to be considered when designing leisure activity programmes. (Contains 2 tables and 1 figure.)
Sharing Our Teachers: The Required Graduate Class at the American Museum of Natural History for Lehman College (CUNY)
Author: Aquino, Adriana E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Museums,Pedagogical Content Knowledge,Teachers,Teacher Education,Evaluation,Classroom Environment,Science Education,Science Instruction,Learning Experience,Science Teachers,Higher Education,Partnerships in Education

This reflective study explores the history and outcomes of a teacher education collaboration between the American Museum of Natural History (AMNH) and Lehman College of The City University of New York (CUNY), in the Bronx, NY, USA. AMNH developed and teaches a Lehman course, Museum Resources for Teaching Science, for Master's degree candidates in science teaching in secondary schools. The course focuses on teaching and learning using a variety of informal science resources and contexts. In this study, the authors examined the observed practices of instructors, students' assignments and thesis work, and course evaluations. Qualitative and quantitative data collected over nine years highlight the kinds of experiences that teachers had and valued. The authors found evidence that the Museum was a powerful resource for inspiring students through hands-on and self-directed science learning; that through exposure to these practices while still in their teacher education program, teacher learners experienced and expanded their science pedagogical content knowledge by learning about students and how to use appropriate resources in the two distinct contexts of the classroom and museums. (Contains 2 tables and 3 figures.)
Asymmetry of Muscle Strength in Elite Athletes
Author: Drid, Patrik
Date: 2009-00-00
Type: Journal Articles
Subjects: Muscular Strength,Injuries,Human Body,Data Analysis,Training Methods,Athletics,Athletes,Exercise Physiology,Comparative Analysis

"Study aim": To determine muscle strength variables in elite judoists and wrestlers since thigh muscle strength and bilaterally balanced flexor-to-extensor ratio minimise injury risk and are desirable for achieving sport successes. "Material and methods": Judoists, wrestlers and untrained subjects, 10 each, were subjected to isokinetic strength measurements of relative peak torques of knee flexor and extensor muscles on "Easy-Tech" dynamometer in concentric-concentric mode. "Results": Mean relative peak muscle torques for knee flexors ranged from 1.14 [plus or minus] 0.27 (untrained) to 1.57 [plus or minus] 0.40 (judoists) N[middle dot]m/kg and for knee extensors from 2.77 [plus or minus] 0.34 (untrained) to 3.60 [plus or minus] 0.64 (wrestlers) N[middle dot]m/kg. The flexor-to-extensor ratios ranged from 39.3 [plus or minus] 6.0 to 47.8 [plus or minus] 10.8% and did not differ significantly between groups. Absolute right/left asymmetry for knee flexors ranged from 14.6 [plus or minus] 10.4 to 17.4 [plus or minus] 11.8% and was significantly (p less than 0.01) higher than for knee extensors (7.2 [plus or minus] 6.8 to 8.6 [plus or minus] 7.7%). All asymmetry indices were significant (p less than 0.01), no significant between group differences being detected. "Conclusions": Implementing new training elements and modalities may improve the performance and prevent lateral asymmetry thus decreasing the risk of injuries. (Contains 4 tables.)
Online Teacher Education: A Formal-Informal Partnership between Brooklyn College and the American Museum of Natural History
Author: Miele, Eleanor
Date: 2010-00-00
Type: Journal Articles
Subjects: Distance Education,Museums,Online Courses,Partnerships in Education,Program Descriptions,Educational Development,Participant Satisfaction,Barriers,School Community Programs,Institutional Characteristics,Seminars,College Programs,Program Effectiveness,Group Dynamics,Teacher Education,Science Education,Early Childhood Education,Secondary School Curriculum

This article describes the evolution of a partnership between Brooklyn College (BC) of the City University of New York (CUNY) and the American Museum of Natural History (AMNH) that ultimately resulted in the formal incorporation of the museum's online Seminars on Science (SoS) courses into master's degree programs at Brooklyn College for teachers of science in childhood and middle childhood. The challenges faced and their resolution are described along with program evaluations and participant comments. (Contains 1 table and 2 figures.)
Communicating Ocean Sciences to Informal Audiences: A Scientist-Educator Partnership to Prepare the Next Generation of Scientists
Author: Halversen, Catherine
Date: 2010-00-00
Type: Journal Articles
Subjects: Majors (Students),Communication Strategies,Museums,Marine Biology,Scientific Literacy,Scientists,Science Education,Partnerships in Education,Practicums,Team Teaching,Communities of Practice,Audience Awareness,College Students,Barriers,Performance Factors,Science Course Improvement Projects

Communicating Ocean Sciences to Informal Audiences (COSIA) is a college course that creates and develops partnerships between science educators in informal science education institutions, such as museums, science centers and aquariums, and ocean scientists in colleges and universities. For the course, a scientist and educator team-teach inquiry-based science pedagogy and communication strategies to graduate and undergraduate students in marine science-related majors. In addition, students participate in practicum experiences in informal science education institutions. COSIA aims to engage the next generation of scientists (college students) in learning to communicate their scientific knowledge with the general public. This paper describes how this course and the resulting partnership address some major issues in scientific literacy, as well as how they benefit all the stakeholders (scientists, science educators, college students, and visitors to informal science institutions). Three central challenges to creating partnerships and how they were addressed are outlined, and several underlying principles for initiating and growing partnerships between individuals and institutions are presented. Through the process of engagement in this effort and the development of partnerships between educators' and scientists' communities of practice, it is argued that a new hybrid community of practice may be emerging.
CLUSTER: University-Science Center Partnership for Science Teacher Preparation
Author: Saxman, Laura J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Teaching Skills,Science Teachers,Preservice Teacher Education,Partnerships in Education,Inquiry,Colleges,Science Teaching Centers,Cooperation,Teacher Recruitment,Comparative Analysis,Student Evaluation,Science Education,Observation,Followup Studies,Secondary Education,Higher Education,Urban Education,Urban Schools

The purpose of this paper is to describe and present results from the fourth year of a five-year collaborative research project between an interactive science center and a local college. The purpose of the project is not only to recruit and train approximately 50 highly qualified science teachers who will teach in New York City public schools, but also to develop a model for science teacher preparation. This model demonstrates how university-science center partnerships can allow both institutions to leverage each other's strengths to guide and support inquiry and constructivist-based pre service teacher preparation. In addition to a description of the training model, data presented will include standardized assessments, classroom observations of project participants and comparison participants, and follow-up with graduates. Results suggest that this innovative training model has enhanced teaching skills and performance. (Contains 7 tables.)
A Comprehensive Approach to Fostering the Next Generation of Science, Technology, Engineering, and Mathematics (STEM) Education Leaders
Author: Dierking, Lynn D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Program Development,Schools of Education,Mathematics Education,Science Education,Instructional Leadership,Universities,Elementary Secondary Education,Teacher Educators,Undergraduate Students,STEM Education

This paper describes an innovative education program launched in 2004 by Oregon State University Science and Mathematics Education Department, with leadership from Oregon Sea Grant, and funding from NOAA. Program development is described as well as the impact of it on participants. The program represents one vision for how to transform research and education practice to better support lifelong STEM learning. (Contains 1 footnote.)
Finding Passion in Teaching and Learning: Embedding Literacy Skills in Content-Rich Curriculum
Author: Freidus, Helen
Date: 2010-00-00
Type: Journal Articles
Subjects: Cooperation,Literacy,Basic Skills,Museums,Experiential Learning,Teacher Educators,Teacher Education,Models,Student Teachers

This study describes a collaboration between the American Museum of Natural History and the Bank Street College Reading and Literacy Program. The collaboration is a response to mandated curriculum that emphasizes instruction in basic skills at the expense of content knowledge acquisition. It is designed to demonstrate ways of embedding instruction in the basic skills of reading and writing into the content of science and social studies curriculum. Participants in the collaboration report that they have gained a deeper understanding of theoretical concepts, learned how to embed skills instruction into meaning-rich curriculum, and come to understand importance of curriculum and instruction that build on children's knowledge and interests, their language strengths, and their curiosity. (Contains 2 footnotes.)
Physical Self-Concept, Trait Depression and Readiness for Physical Activity of Obese Patients
Author: Boros, Szilvia
Date: 2009-00-00
Type: Journal Articles
Subjects: Obesity,Physical Activities,Self Concept,Older Adults,Patients,Depression (Psychology),Human Body,College Students,Adults,Correlation,Body Composition,Role

Study aim: To assess the physical self-concept, trait depression and readiness for physical activity in relation to the degree of obesity. Material and methods: Obese (Grade I and II; n = 59) and morbidly obese (Grade III; n = 42) patients aged 30-66 years, as well as 83 non-obese college students aged 30 [plus or minus] 7.3 years were studied. Physical self-concept, trait depression and readiness for physical activity were determined apart from anthropometric measurements including body fat content. Results: Physical self-concept was inversely associated with the degree of obesity. Morbidly obese (Grade III) who were more satisfied with their body were also more ready for physical activity (r = 0.394; p less than 0.01). Trait depression and physical self-concept were negatively correlated in both groups. Conclusion: Body satisfaction may play an important role in the protection against depression and enhance the readiness for physical activity of obese patients. (Contains 1 table.)
Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts
Author: Newton, Xiaoxia A.
Date: 2010-09-30
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Evaluation,Secondary School Teachers,Mathematics Teachers,English Teachers,Achievement Gains,Academic Achievement,Influences,Student Characteristics,Disadvantaged Youth,Accountability

Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers' effectiveness, especially when the stakes are high. (Contains 1 footnote, 10 tables and 2 figures.)
The Teachers Union-Charter Impasse: Moving Forward from the New York Caps Fight
Author: Stulberg, Lisa M.
Date: 2010-10-10
Type: Journal Articles
Subjects: Teaching (Occupation),Unions,Relationship,Charter Schools,News Reporting,Mass Media,Politics of Education

The public narrative generally frames teachers unions and the charter movement as mistrustful opponents locked in an unresolved impasse. There is little scholarly literature to correct this simplistic narrative of the relationship between charters and unions. This article examines the teachers union-charter relationship through a recent case of active and sometimes bitter charter politics: the fight to lift the charter cap in New York state in 2006 and 2007. This study examines the dynamics of the relationship through an analysis of media coverage of the New York caps fight and interviews with nearly 30 experts with varied views on charter schooling and from a wide range of professional backgrounds. The New York case suggests that ultimately, creating strong unions and effective charter schooling depends on these two sides finding common ground. (Contains 16 footnotes.)
Anthropometric and Cardio-Respiratory Indices and Aerobic Capacity of Male and Female Students
Author: Czajkowska, Anna
Date: 2009-00-00
Type: Journal Articles
Subjects: Expenditures,Metabolism,Body Height,Body Composition,Physical Activities,Physical Fitness,Gender Differences,Males,Females,Exercise,Questionnaires,Students,Human Body,Athletics

Study aim: To assess the relations between anthropometric and cardio-respiratory indices, and aerobic capacity of students, differing in the level of physical activity, under resting and exercise conditions. Material and methods: A group of 87 male and 75 female students volunteered to participate in the study. Their physical activity was evaluated by Seven-Day Physical Activity Recall questionnaire. Anthropometric (body height and mass, body fat content, BMI and WHR) and physiological indices (heart rate, blood pressure, VO[subscript 2]max, VCO[subscript 2] and minute ventilation) were recorded. Body fat content was determined using a BIA device; respiratory data were recorded in a cycle ergometer test. The subjects were classified by their VO[subscript 2]max values into "high" or "low" categories, the cut-off values of lower and upper quartiles serving as criteria. Results: Male and female students expended 10.2 [plus or minus] 4.6 and 8.4 [plus or minus] 5.3 kcal/kg/day, respectively, the VO[subscript 2]max amounting to 48.4 [plus or minus] 6.4 and 41.1 [plus or minus] 4.7 ml/kg/min, respectively. Subjects having high VO[subscript 2]max had significantly higher energy expenditure on physical activities, fat-free mass, body water content and maximal ventilation, and lower body mass, BMI, body fat content, resting heart rate and diastolic pressure. Conclusions: When investigating into the relationships between physical activity and physiological features, the latter ought to be related to VO[subscript 2]max rather than to energy expenditure which may depend on other than physiological variables. (Contains 4 tables.)