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Literatura académica sobre el tema "Male physical education graduates"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Male physical education graduates"

1

Eynur, Recep Baybars, Oğuz Akalan y Yunus Şahinler. "A Study on the Altruism Levels of Physical Education Teachers in Kütahya". Journal of Educational Issues 6, n.º 2 (2 de noviembre de 2020): 321. http://dx.doi.org/10.5296/jei.v6i2.17741.

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The aim of this study is to examine the altruism levels of the physical education teachers working in Kütahya. 105 physical education teachers, 53.3% female and 46.7% male, participated in the research. The altruism scale created by Ersan and Çabuker was used in the study. T-test and ANOVA were used for independent samples in the research statistics, and Bonferroni and Tamhane were used for the difference of subgroups (a = 0.05). In the normality tests conducted according to the variables, Mann Whitney U and Kruskal Wallis H Tests were used for dependent variable results that did not show normal distribution (a = 0.05). According to the research results, it was found that there was a significant difference in the selfishness sub-dimension of female physical education teachers compared to male physical education teachers (p < 0.05). According to the results of the research, it was determined that there was a significant difference between the groups in all total scores according to the residence place of physical education teachers (p < 0.05). In the subgroup analysis, a significant difference was found between the self-sacrifice, selfishness and altruism scores of physical education teachers residing in the town and metropolitan area (p < 0.05). According to the variable of the alma mater, a significant difference was found between the graduates of college and the graduates of the Institute in favour of the graduates of the selfishness sub-dimension (p < 0.05). This revealed that college graduates displayed less selfish behaviour than the graduates of the Institute.

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González Serrano, María Huertas, Irena Valantine, Carlos Pérez Campos, Sergio Aguado Berenguer, Ferran Calabuig Moreno y Josep Joan Crespo Hervás. "La influencia del género y de la formación académica en la intención de emprender de los estudiantes de ciencias de la actividad física y el deporte". Intangible Capital 12, n.º 3 (20 de junio de 2016): 759. http://dx.doi.org/10.3926/ic.783.

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Purpose: The objective of this article is to know if there are differences in the variables that explain the entrepreneurial intention of the Physical Activity and Sport Science students addressing academic training and gender of them.Design/methodology/approach: To know entrepreneurial intentions and the different variables related to entrepreneurship, a questionnaire previously validated was used. The questionnaire was provided to 578 students pre-graduated (1st-4th course) and post-graduate of Physical Activity and Sport Science degree of Valencia.Findings: Statistically significant differences (p ≤ 0.05) in the variables that predict entrepreneurial intention of Physical Activity and Sport Science students by gender and training were found. In both genders, the attitude towards entrepreneurship and the perceived behavior control were the predictors of entrepreneurial intentions and in men also the subjective norms.Research limitations/implications: The students sample belongs only to the Physical Activity and Sport Science degree of Valencia, so the results cannot be extrapolated to the entire population.Practical implications: It should be developing the attitude toward the behavior of entrepreneurship and perceived behavioral control to promote entrepreneurship. In this way, the graduates will be more prepare for insertion into the working world.Social implications: To increase the number of entrepreneurs (male and female) in the sports sector throughout the education, reducing the gender gap in entrepreneurship and improve the quality of entrepreneurship, as this is a key issue because of the positive impact that this phenomenon generates on the economyOriginality/value: It is interesting to know the predictor variables of entrepreneurial intentions, and to know if there are differences based on education and gender due to the massive entry of women into the sport workplaces and low intention to undertake of the. So it is quite important training in the best way, both graduates (male and female) with entrepreneurial skills.

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Sato, Takahiro, Justin A. Haegele y Rachel Foot. "In-Service Physical Educators’ Experiences of Online Adapted Physical Education Endorsement Courses". Adapted Physical Activity Quarterly 34, n.º 2 (abril de 2017): 162–78. http://dx.doi.org/10.1123/apaq.2016-0002.

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The purpose of this study was to investigate in-service physical education (PE) teachers’ experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants’ narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants’ perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.

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Al Tawansy, Mervat Mohamed, Hisham Ahmed Moheeb y El-Ham Mohamed Abd-el-Menim. "The specialized academic preparation of the Physics Education teacher as perceived by student teachers and graduates". Journal of Educational and Psychological Studies [JEPS] 2, n.º 1 (1 de enero de 2008): 1. http://dx.doi.org/10.24200/jeps.vol2iss1pp1-43.

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This study aimed at Investigating the Physical Education graduates and prospective teachers about their academic preparation program. This may help us identify the strengths and weaknesses of the program and bridge the gap between the PE teacher education and the requirements of the field practice. Thus a questionnaire including the theoretical courses, the practical courses and the elective courses was developed and validated, and then was administered to 145 female and male teachers and 50 student teachers. The findings of the study showed the relevance of most of the theoretical and practical courses offered in the department to the teachers’ career. It also showed that the program needs to include some other courses such as aquatic and fighting sport. Further, some elective courses should be offered such as posture education, scientific research, recreation, handicapped education, and sport management. Moreover, the credit hours of the specialized courses should be increased.

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Haskins, Awilda R. y Neva Kirk-Sanchez. "Recruitment and Retention of Students From Minority Groups". Physical Therapy 86, n.º 1 (1 de enero de 2006): 19–29. http://dx.doi.org/10.1093/ptj/86.1.19.

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AbstractBackground and Purpose. Studies have identified strategies used in physical therapist education to recruit and retain students from minority groups. However, physical therapist education has evolved since these studies were published. The purpose of this study was to examine current practice in recruiting and retaining students from minority groups. Subjects. Seventy program directors of programs offering master’s or doctoral degrees in physical therapy responded to a survey. Methods. The survey questionnaire requested information on program demographics, numbers of applicants, students and graduates from minority groups, and recruitment and retention strategies utilized. The most frequently used strategies were identified. Wilcoxon rank sum tests were performed to determine which strategies were associated with better recruitment and retention of students from minority groups. Results. Fifty programs made a special effort to recruit and retain students from minority groups. Nine recruitment strategies and 3 retention activities were associated with programs having higher proportions of minority applicants, students, and graduates. Discussion and Conclusion. The most frequently used strategies were incongruent with the strategies used by programs with higher proportions of applicants, students, and graduates from minority groups. This study provides information to help physical therapist educators determine which strategies help recruit and retain students from minority groups. [Haskins AR, Kirk-Sanchez N. Recruitment and retention of students from minority groups.]

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Wilson, Wesley J. y K. Andrew R. Richards. "Socialization of Preservice Adapted Physical Educators: Influence of Teacher Education". Adapted Physical Activity Quarterly 36, n.º 4 (1 de octubre de 2019): 472–91. http://dx.doi.org/10.1123/apaq.2018-0198.

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Occupational socialization theory has been used to understand the recruitment, education, and socialization of physical education teachers for nearly 40 yr. It has, however, only recently been applied to the study of adapted physical education teachers. The purpose of this descriptive case study was to understand the socialization of preservice teachers in an adapted physical education teacher education graduate-level program. Participants included 17 purposefully selected preservice teachers (5 male and 12 female) enrolled in a yearlong graduate-level adapted physical education teacher education program. Qualitative data were collected using interviews, reflective journaling, and field notes taken during teaching and coursework observations. Data analysis resulted in the construction of 3 themes: overcoming contextual challenges to meet learners’ needs, the importance of field-based teacher education, and coping with the challenges of marginalization. The discussion connects to and advances occupational socialization theory in adapted physical education and suggests that professional socialization may have a more profound influence on preservice adapted physical education teachers than on their physical education counterparts.

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Asan, Selim y İlhan Şen. "The Opinions of Preservice Physical Education Teachers Towards the Physical Education Teaching Field Knowledge Test". Journal of Educational Issues 7, n.º 1 (3 de marzo de 2021): 56. http://dx.doi.org/10.5296/jei.v7i1.18181.

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The aim of this study is to examine the opinions of preservice physical education teachers towards the teaching field knowledge test (TFKT). The test, which constitutes half of the score required to be appointed as a teacher is believed to determine the level of knowledge of preservice teachers in their fields of teaching. Preservice teachers’ opinions towards the field knowledge test are, therefore, noteworthy. The study was conducted with 18 preservice teachers (9 female, 9 male) who graduated from the physical education teaching departments of universities and took the teaching field knowledge testat least once. This study used the qualitative case design and the criterion sampling method, one of the purposive sampling types. Data were obtained using the interview technique, which included five semi-structured and non-directive, open-ended interview questions. MaxQDA 2020 qualitative data analysis program was used in the modelling of the research data. According to the results of the analysis, although the candidates stated positive opinions in relation to the function of the TFKT for discriminating between who is competent and who is not, choosing a well-equipped teacher, serving as a measurement tool and measuring professional competencies, the majority of the participants presented negative opinions about the field knowledge testin physical education teaching. The reasons for the negative opinions were that the test lacks a suitable distribution of questions, relies on memorization is too detailed, does not measure motor skills and does not match the undergraduate course content as well as having an excessively wide scope.

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Jahan, Sharmin y Meerjady Sabrina Flora. "The view of recent medical graduates on ethical consideration of prescription writings in Bangladesh". Bangladesh Journal of Medical Education 12, n.º 1 (7 de marzo de 2021): 16–21. http://dx.doi.org/10.3329/bjme.v12i1.52305.

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Prescription writing reflects the competency as well as the quality of medical education of the physician. This study was done to evaluate opinion of recent medical graduates towards ethical aspects of prescription writing. This descriptive study was conducted on recent medical graduates of 7 medical colleges in Bangladesh from January’18-June’19. Data were collected by a pretested self administered semi-structured questionnaire. Only descriptive statistics were computed by collected data. The study included 308 recent medical graduates having average age at commencement of internship was 24.2 years with male predominant (53.2%). Majority of the respondents thought that prescription should be written in block letter or be printed (70.1%) and there was possibility for selling wrong medicine due to bad handwriting (77.6%). Majority of the recent medical graduates thought that generic names were not difficult to remember (82.8%), there was every possibility of selling poor quality drugs of the same generic names by the pharmacists (87.7%) and physicians should not use generic name in prescriptions (56.5%). Furthermore, most of them (92%) felt a need for a mandatory educational qualification for the pharmacists. Most participants opined that pharmacists should have a minimum educational qualification to prevent the errors in dispensing. The findings of this study might be helpful to reinforcement the law to avoid the errors related to medical professionalism and ethical aspects of prescription writing in the medical education. Bangladesh Journal of Medical Education Vol.12(1) 2021: 16-21

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Diana, Rosanna A. "TRACER STUDY OF 2009 -2011 PNU BSE-PE MAJOR GRADUATES". JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 1, n.º 2 (1 de diciembre de 2015): 38. http://dx.doi.org/10.21009/jies.012.05.

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The Philippine Normal University (PNU), as the National Center for Teacher Education (NCTE), considers the evaluation of the impact of Teacher Education on students as one of its research priorities. Given the above-mentioned research priority of the University, this study was intended to determine if the curricular programs are being implemented appropriately at the classroom level and if there are desired effects on student achievement and employability. Further, this study looked into the some judgments about what aspects of the curriculum will be retained, enhanced or written off can be pursued if there is an evaluation process undertaken on which decisions will be based. Moreover, the experiences of those people involved in the implementation of the program will probably suffice which modifications and adjustments are appropriate. Results of the evaluation are expected to provide bases for further improving the curriculum and the success of the implementation process. This research used the following data gathering tools / procedure: ) Questionnaire developed by CHED specifically for Tracer Study research. The rating scale intended to determine the adequacy and relevance of the different course competencies of the program was included in the questionnaire. 2.) Focus Group Discussions were conducted. The scale items were consisted of program competencies resulting from the review of the course syllabi. The Tracer Survey Questionnaire was made available to the respondents through the web. The researcher tracked down and set up a directory of the graduates covered by the study. This study revealed that the Physical Education Curricular Program of the graduates BSE Physical Education of the College of Arts and Social Sciences from 2009 to 2011 is very adequate. The knowledge and skills developed during the Pre-service training are extremely relevant and useful to the performance of the tasks in their current employment.

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Lamb, Penny. "A training buddy peer-review process within physical education initial teacher education". International Journal for Lesson and Learning Studies 3, n.º 1 (20 de diciembre de 2013): 78–79. http://dx.doi.org/10.1108/ijlls-09-2013-0048.

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Purpose – Innovation in enhancing reflective abilities of trainee teachers was explored in this small-scale qualitative study. Opportunities for active engagement in peer- and self-reflection were provided to two cohorts of British Post-Graduate Physical Education trainee teachers (n=45: male=28, female=17), aged 21-30 years. Design/methodology/approach – Trainees were assigned a peer buddy, and tasked with the dual responsibility of being and having a training buddy for a lesson observation during two school placements. They visited each other's school and recorded their buddy teaching a lesson. Immediately afterwards, they watched the recording together, engaging in reflective discussion. Trainees acted as both a critical friend and a supportive extra pair of eyes, whilst also assuming the role of reflective practitioner. Data were collected through surveys, focus group interviews and individual reflections shared through an online discussion board. Grounded theory methodology informed an emergent model of reflective practice. Findings – By being and having a training buddy, trainees created their own rules, structures and practices for implementing the process. Themes pointed to a series of mutually created spaces: safe – non-judgemental and creating a sense of solidarity; relaxed – non-pressured and conversational; equal – involving participants at the same professional stage and status; pedagogic – involving the sharing of ideas; negotiated – allowing autonomy and ownership of the process; and alternative – experiencing a different school environment. Originality/value – Trainees endorsed the peer process, illustrating benefits derived from sharing reflection, giving and receiving feedback. It is suggested that collaborative spaces created and owned by training buddies enhance reflective ability and practice.

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Tesis sobre el tema "Male physical education graduates"

1

Holler, Jan R. "Post-school transition differences between male and female special education graduates /". Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/7566.

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Miller, Emby McKinley. "EDUCATION IN PERIL: A COMPARATIVE STUDY OF BLACK MALE HIGH SCHOOL DROPOUTS AND GRADUATES". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388304381.

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Spahr, Nancy. "Perceptions of Recent Male Nursing Graduates Regarding Gender Bias and Gender-Based Educational Barriers". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1024.

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Despite decades of important contributions by male nurses, nursing is still viewed as a feminine profession. Moreover, male nursing students continue to experience gender bias and gender-based educational barriers within schools of nursing. This has led to failure and drop-out rates much higher than those experienced by their female counterparts. The purposes of this quantitative survey study were to (a) explore the relationship between perceived gender bias, gender-based educational barriers within nursing education, and resiliency in recent male nursing graduates; and (b) to identify those gender-based barriers that were considered to be most prevalent and most important. A view of gender from a social constructivist approach framed the study. Two previously validated data collection tools, the Inventory of Male Friendliness in Nursing Programs-Short(c) (IMFNPS(c)) and the Brief Resilience Scale(c) (BRS(c)) were used to gather data from recent male nursing graduates (N = 97). The results demonstrated no significant correlation (Spearman rho = 0.1025, p = 0.3178), between mean scores on the IMFNPS and the BRS; however, overall mean resilience scores were high (M = 3.90, SD = 0.62). The gender-based educational barriers identified as being most prevalent and most important included (a) curriculum did not include a discussion of the historical contributions of male nurses, (b) clinical experiences were limited during the obstetrical rotation; and (c) male students feared that they would be accused of sexual inappropriateness when providing nursing care for female patients. Positive social change can occur for male nursing students if the most prevalent gender-based barriers are minimized or eliminated, men are provided with the appropriate skills to care for female patients, and resilience education is included within all nursing curricula.

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Hendricks, Jill T. ""STEMulating" success factors| An investigation of the academic talents of successful Black male college graduates from STEM programs". Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614470.

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This phenomenological research study explored the contributing factors experienced by Black males that epitomized their academic success in a STEM (Science, Technology, Engineering, and Mathematics) area of study. During this investigative project, eleven Black male students were interviewed to determine how they were able to successfully navigate and complete a STEM degree. The data was collected through a qualitative inquiry, which involved interviewing students and collecting the data and organizing their perspectives into common themes. The principal findings in this study suggest that Black males can excel when primary influential people establish high expectations and believe and encourage Black males to succeed by providing the essential educational support models requisite to warrant success; the Black male maintains and affirms a self-assured self-worth in himself; the Black male is exposed to these fields and professions early on in their educational quest to enable them to witness first hand powerful and productive opportunities and pathways to academic success; exposure to other Black successful male role models who can mentor and show positive proof that with effort, these fields can become a reality; increase in academic motivation and recommendations from educators and counselors who direct and guide students into and away from these rigorous career fields. An analysis of the students' individual stories gave a revealing look into the pathways of their consciousness, emotional growth, and perspectives about being a successful STEM major. This kind of insight can be a constructive diagnostic tool for students, educators, counselors, and administrators who want to motivate and influence future students to major in STEM fields of study.

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Bell, Donna Ann Ledbetter. "Benefit assessment of the doctoral degree in education for female versus male graduates of Virginia Tech". Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/54454.

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The purpose of this study was to assess benefits of completing a doctoral degree in education for females versus males relative to expected benefits upon entry to Virginia Tech. Relationships between expected benefits, accrued benefits, and selected demographic data by gender were studied. The basic design of the study involved a survey completed by 265 (90%) of the doctorate recipients between 1980-1984. Specific computational procedures utilized in data analyses included frequency distributions, percentages, and chi-square procedures. Results of the study indicated more similarities than differences for the female (87%) and male (93%) respondents. Median age at doctorate was 38.5 years. Most respondents (75.4%) were married. Approximately 62% respondents reported their career decision assumed equal or greater importance than spouses’ career decisions. Most spouses (79.6%) were employed full-time. Most respondents (94.4%) were employed full-time. Respondents (74.9%) earned $12,000-$35,988 annually prior to entry into the doctoral program. Following the completion of the degree respondents (45.5%) earned $24,000-$35,988 in 1984. Research indicated some significant differences in expected versus accrued benefits by gender. Females expected significantly more opportunity to use training or schooling and more autonomy and independence on the job following completion of the degree. Males perceived that they had accrued significantly more benefits relative to improved autonomy and independence at work, congeniality of work relationships, visibility for jobs at other institutions or organizations, and mechanical ability. The females and males expected the same 18 out of 20 most important benefits and perceived that they had accrued the same 18 out of 20 most important benefits relative to improved aspects of employment and intellectual qualities and skills. Relationships between the age at obtaining the doctorate and accrued benefits were found for the youngest age group (27-34) for four of 36 benefits: working conditions, congenial work relationships, public speaking ability, and academic ability. Among respondents, 91.4% reported the doctoral degrees had a positive effect on career development. Respondents perceived personal benefits were primary. Professional and financial benefits were second and third, respectively. Ninety-one percent of the respondents reported it was worth the time, effort, and expense‘ involved to complete the doctoral degree.
Ed. D.

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Thomas, Jack Ray II. "Dietary Intakes, Physical Activity Patterns, Nutritional Knowledge/Attitude, and Weight Change of Graduates of Division I College Football Programs". The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392806662.

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Fitzgerald, Maureen Patricia. "The Career Patterns of Male and Female NCAA Division I, II, and III Athletic Directors". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392223076.

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Majed, Alharbi. "Male Students’ Experiences in Urban High School Physical Education in Makkah, Saudi Arabia". Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31483.

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This study explores male students’ experiences in physical education in an urban secondary high school in Makkah, Saudi Arabia. Drawing on Pierre Bourdieu’s concepts of body habitus, social, and physical capital, the purpose of this qualitative case study is to develop a better understanding of Saudi youth body dispositions that influence their experiences in physical education. The paper reports upon data generated by semi-structured interviews with 27 male students between the ages of 15 and 20, all of whom attended one public secondary school in Makkah during the fall of 2012. The PE teacher and the school director were also interviewed. The study emphasizes that the early childhood experiences in particular the socialization process within the family and among neighbourhood friends is important in shaping their body habitus. The study reveals that students coming to the PE class embodied different social practices and attitudes that reflect their family’s social and material conditions. In addition, family and peers influences on students’ PE participation intersected with other conditions such as institutional barriers (i.e. lack of funding, PE equipment, changing and showering rooms) and the PE teacher’s pedagogical approach. The study indicates that the more initial support students receive from their social networks in physical activity, the more they actively participate in the PE class. Students with high physical body skills have a high level of participation in PE while those with low physical body skills have a low level of participation, some then being marginalized. Hygiene is another issue that concerns some students in ways that prevents them from participation in PE. Surprisingly, the Saudi adult masculine identity associated with traditional clothing (thawb) is also a condition that influences student PE participation.

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Spradley, Patricia. "A multiple variable analysis of the persistence of adult African-American male graduates from a baccalaureate degree program /". Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976706.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Typescript; issued also on microfilm. Sponsor: Dawn Person. Dissertation Committee: Raechele L. Pope. Includes bibliographical references (leaves 156-171).

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Roberts, Charlene M. "Relationships among admission variables, professional education outcome measures, and job performance of University of Missouri physical therapy graduates /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737870.

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Libros sobre el tema "Male physical education graduates"

1

Cameron, Stephen V. Determinants of young male schooling and training choices. Cambridge, Mass: National Bureau of Economic Research, 1993.

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2

Wartecka-Ważyńska, Agnieszka. Absolwenci uczelni wychowania fizycznego na rynku pracy w Polsce: Graduates of physical education institutions on the labour market in Poland. Poznań: Akademia Wychowania Fizycznego im. Eugeniusza Piaseckiego w Poznaniu, 2014.

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Wilson, Robert F. Success without college. Hauppauge, N.Y: Barron's Educational Series, 2001.

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Karen, Faurie y Human Sciences Research Council, eds. The Income of male graduates in 1990. Pretoria: Human Sciences Research Council, 1990.

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Cavar, Tomislava. Breaking down barriers: Male physical education teachers' and coaches' role in female students' physical education and athletic programs. 2004.

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6

Rating of college courses by Springfield College elementary physical education teacher preparation program graduates. 1991.

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Rating of college courses by Springfield College elementary physical education teacher preparation program graduates. 1992.

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Determinants of intrinsic motivation among female and male adolescent students in physical education. 1998.

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Determinants of intrinsic motivation among female and male adolescent students in physical education. 1997.

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Pendergast, Timothy T. Analysis of teaching behaviors of a male and female physical education instructor at the secondary level during a basketball unit. 1986.

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Capítulos de libros sobre el tema "Male physical education graduates"

1

Mierzwinski, Mark y Philippa Velija. "Figurational Sociology and Masculine Embodiment in Male Physical Education". En The Palgrave Handbook of Masculinity and Sport, 117–34. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19799-5_7.

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Ma, Xinxin. "The Impact of Higher Education Expansion Policy on the Wages of Female and Male College Graduates". En Female Employment and Gender Gaps in China, 147–75. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6904-7_7.

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Nelson, Emily y Leigh Johnson. "Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times". En Teacher Transition into Innovative Learning Environments, 291–303. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_23.

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AbstractA shift to Innovative Learning Environments (ILEs) in New Zealand schools is a current Ministry of Education strategic direction challenging how we as teacher educators prepare candidate teachers (student teachers or trainee teachers) to teach in these emerging environments. Candidate teachers in our primary teaching degree increasingly are placed in ILEs on practicum as these develop in schools in our geographic area. Our students report anecdotally that teaching in ILEs poses them steep and novel challenges around how they plan, teach, assess, manage students and learning, as well as work collaboratively with associate teachers and, increasingly, other colleagues. With our current programme underpinned by a more conventional image of teaching and learning, and schools transitioning between conventional and arguably more innovative, bespoke environments, we wondered how our students navigated the novel pedagogical and physical configurations they encountered in ILEs on practicum. We conducted focus group interviews with our candidate teachers and recent graduates who had completed one or more practicum in an innovative learning environment (as defined by the practicum school). We explored participants’ perceptions of the particular demands ILEs created for them. Utilising Lefebvre’s (The production of space. Trans. Blackwell, Cambridge, MA, 1991) socio-spatial trialectic and Monahan’s (Built pedagogies & technology practices: designing for participatory learning. Palo Alto, CA, 2000) notion of “built pedagogy” in this chapter we identify key socio-spatial entanglements, or harmonics, that emerge from our analysis and explore how these inform how we might better prepare our candidate teachers in these transitional times.

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Fidirko, Maryna, Igor Moroz y Anna Voloshyna. "INFLUENCE OF PHYSICAL CULTURE AND HEALTH CLASSES ON THE STATE OF PHYSICAL PREPAREDNESS". En European vector of development of the modern scientific researches. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-077-3-3.

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Intensive renewal of the socio-economic, scientific and technical spheres and the spiritual life of society determines high requirements for the capacity of the individual. Graduates of higher educational institutions determine the future of our country, so they must not only have a high level of professional readiness, but also be physically enduring, efficient and healthy. These personality traits are formed and improved during the student years by means of physical education. Physical education in higher educational institutions is an integral part of education. The level of their physical development and health depends on the quality of the organization and conduct of classes with students. At present, the health of the younger generation is of serious concern. Numerous works of modern researchers point to an increase in the level of diseases and focus on a decrease in the functional resistance of the body of students to physical activity. The subject of the research is the methodology of using means of physical culture and health-improving orientation in physical education classes. The aim of the research is to determine the influence of physical culture and health-improving orientation classes on the physical fitness of first-year students. Research objectives: to conduct an analysis of scientific and methodological literature and advanced pedagogical experience in relation to the topic under study; to determine the level of physical fitness of female students, using complex testing and to reveal the dynamics of indicators of physical fitness; to develop a program of physical education classes to improve the level of physical fitness and health of female students; to experimentally check the developed training methodology and determine its feasibility of introducing it into the educational process in physical education. In the course of organizing and conducting a scientific experiment, the following methods were used: analysis and generalization of scientific and methodological literature, pedagogical observations, control testing, mathematical processing of results. The study involved first-year students who study at the National University "Odesa Law Academy" and do not play sports. In the course of the experiment, a program of physical education classes was developed, which included sets of exercises for the development of physical qualities, as well as a health-improving orientation. These complexes were used in each physical education lesson twice a week on a schedule. The study made it possible to draw the following conclusions. The analysis of the results shows that at the initial stage of the research the majority of female students showed low results in all the tests. After conducting classes according to our methodology, at the second stage of the experiment, the results for some tests improved significantly. Thus, the proposed program of health related training had a positive impact on the results of physical fitness of female students.

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Koçak Tufan, Zeliha. "The Transformation of Health Education in A Pandemic Era". En Reflections on the Pandemic in the Future of the World, 115–97. Turkish Academy of Sciences, 2020. http://dx.doi.org/10.53478/tuba.2020.030.

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Higher education was interrupted in many countries due to the COVID-19 outbreak. In countries with infrastructure, distance and remote learning was initiated. While theoretical trainings and lectures are carried out relatively successfully, problems related to applied trainings continue to be discussed. Practical training, clinical internships, and field practices in almost all health programs, especially in medical education, have been suspended in many countries. Not only associate and undergraduate education, but also studies of doctoral students who continue postgraduate education, specialty education and clinical research have been affected by the pandemic. Fast track graduation can be discussed, especially in countries where additional postgraduate measures exist: if healthcare personnel are required to pass applied proficiency exams or attend supervised study that are mandatory after graduation. As a matter of fact, obligations such as post-graduation hands-on internships, supervised work phases or a master’s degree in certain health programs provide additional education and experience.In countries where health programs graduates can take part in the provision of health services without any secondary filter or educational processes, as in our country, the subject should be handled differently. Our medical graduates start their compulsory service directly, and our graduate nurses, midwives and dentists can also participate directly in the provision of health services. The primary issue here is not to ignore the competencies and achievements of the relevant program, to correctly evaluate the authorities given by the diploma and to decide accordingly. Therefore, while evaluating the measures and decisions taken in health education during and after the COVID-19 pandemic, issues such as the type of education and post-diploma processes of the relevant country, whether there are secondary processes for competencies and achievements, and the presence of state/board exams or not should also be taken into consideration. Alternative methods need to be developed on how to make compensatory training to fulfill the gaps occurred during the epidemic, for gaining competencies of the health training... The use of artificial intelligence in training and diagnosis, digital education, virtual reality applications in surgical practices, virtual patient interviews... All in digital environment... But physical distance and digital transformation cannot be the only solution or transformation we need. Still the digital transformation that are currently underway will reveal many innovations and expansions and may enable us to adapt them in our routine life soon, while it could take almost 10 years to achieve the same level in a normal evolution.

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Vonshay Sharpe, Rhonda y William A. Darity. "Where are brothers in the academy?: schools successful at producing black male graduates". En Diversity in Higher Education, 79–115. Emerald Group Publishing Limited, 2009. http://dx.doi.org/10.1108/s1479-3644(2009)0000007008.

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Tumblety, Joan. "The Body of the Citizen-Soldier Physical Education and the State". En Remaking the Male Body, 57–94. Oxford University Press, 2012. http://dx.doi.org/10.1093/acprof:oso/9780199695577.003.0003.

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Broughton, Anthony. "Developing Servant Leaders in Education". En Advances in Higher Education and Professional Development, 110–27. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch007.

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There is scant evidence of minority male recruitment programs that have persisted over a span of 18 years other than the Call Me MISTER program. While the Call Me MISTER program recruits, retains, and prepares minority male teachers at both Historically Black Colleges and Universities (HBCUs) and Historically White Colleges and Universities (HWCUs), the chapter will focus specifically on the cohorts at the four HBCUs in South Carolina. Some retention approaches that will be explored in this chapter include (1) the Call Me MISTER program, (2) academic/co-curricula model, and (3) social/cohort and living and learning communities. These approaches have produced favorable outcomes for the Call Me MISTER program in the persistence of their graduates who are now teachers.

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"The spark and discouragement of an innovative male physical educator". En Equity and Difference in Physical Education, Youth Sport and Health, 102–7. Routledge, 2012. http://dx.doi.org/10.4324/9780203132883-16.

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Kelly, Laura. "Medical Education and Student Culture North and South of the Border, c.1920–1950". En Irish Medical Education and Student Culture, c.1850-1950. Liverpool University Press, 2018. http://dx.doi.org/10.5949/liverpool/9781786940599.003.0008.

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The final chapter draws primarily on oral history interviews conducted with 24 men and women who studied at Irish medical schools in the 1940s and 1950s. These interviews provide first-hand accounts of the experiences of Irish medical students during a time of an increasingly conservative Irish society. Although female respondents reported no difference in treatment by the male students, interviews, memoirs and student magazines suggest that women were often the subject of pranks and sexualised comments which further isolated them from the male student body. The post-war period was also distinctive in terms of increasing numbers of international students in the Irish medical student body. Furthermore, the chapter explores how emigration played out in the lives of Irish graduates. Finally, it is clear that links between British medical education and Irish medical education persisted even after Irish independence in 1922.

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Actas de conferencias sobre el tema "Male physical education graduates"

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"Impact of Mathematics on the Theoretical Computer Science Course Units in the General Degree Program in Computer Science at Sri Lankan State Universities". En InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4057.

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[This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] ABSTRACT Mathematics is fundamental to the study of Computer Science. In Sri Lankan state universities, students have been enrolled only from the Physical Science stream with minimum ‘C’ grade in Mathematics in the advanced level examination to do a degree program in Computer Science. In addition to that universities have been offering some course units in Mathematics covering basis in Discrete Mathematics, Calculus, and Algebra to provide the required mathematical maturity to Computer Science under-graduates. Despite of this it is observed that the failure rate in fundamental theoretical Computer Science course units are much higher than other course units offered in the general degree program every year. The purpose of this study is to identify how Advanced level Mathematics and Mathematics course units offered at university level do impact on the academic performance of theoretical Computer Science course units and to make appropriate recommendations based on our findings. Academic records comprised of 459 undergraduates from three consecutive batches admitted to the degree program in Computer Science from a university was considered for this study. Results indicated that Advanced level Mathematics does not have any significant effect on the academic performance of theoretical Computer Science course units. Even though all Mathematics course units offered in the first and second year of studies were significantly correlated with academic performance of every theoretical Computer Science course unit, only the Discrete Mathematics course unit highly impact-ed on the academic performance of all three theoretical Computer Science course units. Further this study indicates that the academic performance of female undergraduates is better than males in all theoretical Computer Science and Mathematics course units.

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Handoko, Indra Tri. "Profile of Male Students’ Physical Fitness in Riau". En 1st International Conference of Physical Education (ICPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200805.015.

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Predoiu, Radu, Paula Ramsey y Florian Arsenescu. "Intellectual Abilities in Top Male Junior Tennis Players". En 5th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.06.68.

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Chandra, Dezi, Damrah y Arsil. "The Physical Fitness Level of Senior High School Male Students in Pesisir Selatan". En 1st International Conference of Physical Education (ICPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200805.035.

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Santos, Aquilino Eduardo P. "Performance Profiling of Philippine Normal University Basketball Male and Female Athletes". En 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007060603220333.

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Yang, Xinhai. "The Relationship between Mental Health and Physical Exercise among Male College Students". En 2015 International Conference on Education Reform and Modern Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.77.

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Baligad, Regina Adriano y Jonar Tumali Martin. "Comparative Analysis on the Motivation for Dancing of Male and Female Students". En 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007061003540358.

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"Analysis of Physical Fitness Test Results of Male Students in Yunnan Small Mountain Agricultural University". En International Conference Education and Management. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0001923.

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Hadi, Rubianto. "The Identification Of Sports Talent In Male Students Of Junior High School In Semarang City". En Proceedings of the 5th International Conference on Physical Education, Sport, and Health (ACPES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpes-19.2019.25.

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Đurović, Marko, Damira Vranešić-Hadžimehmedović, Miloš Paunović, Nikola Stojanović, Dejan Madić y Tomislav Okičić. "THE INFLUENCE OF STARTING PARAMETERS ON TIME TO 10 M IN MALE SPRINT SWIMMERS". En INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/30.

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