What We Talk about When We Talk about Rigor: Examining Conceptions of Academic Rigor

2021 ◽  
pp. 1-24
Author(s):  
K. C. Culver ◽  
John M. Braxton ◽  
Ernest T. Pascarella
Keyword(s):  
Academic Rigor

In Virginia ... A Return to Academic Rigor

1986 ◽  
Vol 70 (491) ◽  
pp. 60-63
Author(s):  
Charles S. Robb
Keyword(s):  
Academic Rigor

Psychology for Musicians

2021 ◽  
Author(s):  
Robert H. Woody
Keyword(s):  
Special Interest ◽  
Academic Rigor ◽  
Psychological Perspective ◽  
Human Beings ◽  
Cultural Dynamics ◽  
Music Psychology ◽  
Oxford University ◽  
Music Research ◽  
Powerful Process ◽  
Musical Activities

Throughout time, human beings have been fascinated with music. Research in music psychology has revealed how musicians acquire the ability to convey emotional intentions as sounded music, how listeners perceive it as feelings and moods, and how this powerful process relates to social and cultural dynamics. Of course, people who identify as musicians have special interest in these matters. In recent years, a psychological perspective has gained increasing acceptance in the education provided to musicians: teachers, performers, and “creatives” alike. The first edition of Psychology for Musicians: Understanding and Acquiring the Skills (2007, Oxford University Press) was a well-cited volume over the years. This new edition draws on the greater insights provided by recent research in music psychology. It combines academic rigor with accessibility to offer readers research-supported ideas that they can readily apply in their musical activities.

scholarly journals Academic Rigor and Dedication to Competitive Sport in Young People 12-18 Years: Major Social Issues

2010 ◽  
Vol 50 (1) ◽  
pp. 100-109
Author(s):  
Josep Santesmases
Keyword(s):  
Academic Performance ◽  
Young People ◽  
Social Issues ◽  
Educational Institution ◽  
Competitive Sport ◽  
Full Time ◽  
Academic Rigor ◽  
General Group ◽  
Training Requirement ◽  
Weekly Training

Academic Rigor and Dedication to Competitive Sport in Young People 12-18 Years: Major Social IssuesQuantitative study with the aim of linking the academic performance of students who are high-level athletes in Catalonia (Spain) and who do not have any institutional support (high-performance centre, reduction of subjects, etc.) or belong to any educational institution with adapted curriculum (90-95% of households), compared to sedentary students who play sports only occasionally.The study divided students into two groups by age: 12, 14, 16 and 18 years old (secondary school). The general group (GG) was made up of students who did sports at school, did not participate in major competitions, and the weekly training requirement did not exceed 3 hours (N = 262). The group of athletes (AG) is made up of students who at least competed for the Championship of Catalonia (swimming and basketball) and the weekly training requirement exceeded 4.30 in younger students (N = 212). The questionnaires were constructed in order to gather academic information, highlighting the grades of the subjects for the second evaluation of the 2008-09 academic year and full-time sports data for training (day session, hours, competition) and schooling (public or private).We found a significant correlation (0.99) in comparing the evolution of differences between the grades of the groups. Supporting an extraordinary demand for training, and increasing with age, student athletes have better academic performance throughout secondary education. However, this trend is broken in high school, coinciding with the highest dedication to training.Two other important considerations are highlighted in the study: first, the GG presented inactivity levels which increase linearly with age and this is more prominent in females, and secondly, the enrolment of the school is basically AD private state-assisted and not public system, which can make us think about whether the family ideology also influences the sports options for children.

An Empirically Derived Index of High School Academic Rigor

2019 ◽  
Vol 38 (1) ◽  
pp. 6-15 ◽  
Author(s):  
Jeff Allen ◽  
Krista Mattern ◽  
Edwin Ndum
Keyword(s):  
High School ◽  
Academic Rigor

Approaches to Delivering Online Programs in Kinesiology

2014 ◽  
Vol 3 (4) ◽  
pp. 200-208 ◽  
Author(s):  
Charity Bryan
Keyword(s):  
Online Instruction ◽  
Online Courses ◽  
Academic Rigor ◽  
Online Programs ◽  
Online Delivery ◽  
Face To Face ◽  
Online Implementation ◽  
Facilitators And Barriers ◽  
Faculty And Administrators

The proliferation of online courses and programs has impacted kinesiology programs across the country. The process of providing online instruction, while popular with students, is often daunting to the kinesiology programs that must navigate this process. Recommendations for transitioning courses and programs from face-to-face to online are offered from both the faculty and administrative perspective. Maintaining academic rigor in online kinesiology courses and program is also essential to the dialogue and for ensuring success. Many kinesiology courses and programs are well suited for online delivery and demand for these programs is high. Kinesiology faculty and administrators should understand both the facilitators and barriers to online implementation.

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