Comparison of Hydrostatic Weighing at Residual Volume and Total Lung Capacity in Children     

Gloria E. Napper  E. William Vogler  Joseph Donnelly  Charlotte F. Sanborn 《Research quarterly for exercise and sport》2013,84(2):173-175

Abstract

The influence of perceptions of the motivational climate and perceived ability on situational motivation and the physical activity behavior of 213 male and 229 female adolescent physical education students (M age= 12.56 years; SD = 0.96) was examined over a 3-day period. A significant age by gender interaction emerged, with physical activity declining from the sixth to eighth grade. The decline was more pronounced among female than male students. Perceptions of a mastery climate were strongly related to more self-determined forms of situational motivation. In contrast, perceptions of a performance climate were strongly related to less self-determined forms of situational motivation. Results of a hierarchical regression analysis revealed gender, perceived ability, and perceptions of a mastery climate to explain a significant amount of variance in physical activity. These findings suggest that promoting a mastery oriented motivational climate in physical education will foster self-determined situational motivation and physical activity.  相似文献   

The MPEES Journal: 1997–2006     

Barbara E. Jensen  William J. Considine 《Measurement in physical education and exercise science》2013,17(4):197-207

The articles published in the Measurement in Physical Education and Exercise Science (MPEES) journal over the first 10 volumes were categorized by content area and methodology. The authors have offered opinions here concerning the changes observed over the 10-year period, the areas that are well-represented, and other potential areas of research that were not included. The purpose and intent of the journal has been to publish measurement research in areas related to physical education and exercise science. Although the content areas included in the journal have broadened over the years, the original purpose of the journal has remained the same.  相似文献   

Children's Academic and Behavioral Adjustment as a Function of the Chronicity and Proximity of Peer Rejection   总被引：4，自引：1，他引：4  

Melissa E. DeRosier  Janis B. Kupersmidt  Charlotte J. Patterson 《Child development》1994,65(6):1799-1813

The experience of peer rejection is associated with a number of concurrent and later problems for children. However, we know very little about differences in risk relative to different experiences of rejection over time. This study examined later academic and behavioral problems as a function of two dimensions by which rejection may vary over time: chronicity and temporal proximity. 622 second- through fourth-grade children (ages 7–12) were tested in the spring of 4 consecutive years. The results indicated that both chronicity and proximity directly influenced later adjustment. Taken together, the findings suggest that all levels of rejection were associated with greater absenteeism from school, and more chronic and proximal experiences of rejection were associated with elevated externalizing behavior problems and teacher-rated internalizing behavior problems. There was evidence that initial level of adjustment, gender, and development moderated the relation among these dimensions of rejection and later adjustment.  相似文献   

Literacy development in deaf students: case studies in bilingual teaching and learning     

Evans CJ 《American annals of the deaf》2004,149(1):17-27

A bilingual model has been applied to educating deaf students who are learning American Sign Language (ASL) as their first language and written English as a second. Although Cummins's (1984) theory of second-language learning articulates how learners draw on one language to acquire another, implementing teaching practices based on this theory, particularly with deaf students, is a complex, confusing process. The purposes of the present study were to narrow the gap between theory and practice and to describe the teaching and learning strategies used by the teachers and parents of three elementary school children within a bilingual/bicultural learning environment for deaf students. The findings suggest that strategies such as using ASL as the language of instruction and making translation conceptual rather than literal contribute to literacy learning. Findings further indicate that some inconsistencies persist in applying a bilingual approach with deaf students.  相似文献   

Identifying the training experiences and needs of bilingual school psychologists     

Desire Vega  Jaclyn N. Wolf  Dylan O. Barton  Michele Stathatos  Charlotte Iurino  Lily Hammer 《Psychology in the schools》2019,56(10):1687-1699

The purpose of this pilot study was to better understand the training experiences of bilingual school psychologists (BSPs) and identify their training needs in the provision of psychological services to English language learner students. The secondary aims of the study were to determine how school psychology programs can better prepare BSPs and incorporate best practices in bilingual competencies into their training models. Six BSPs (Spanish/English‐speakers) participated in the study; findings revealed four themes related to their training experiences: (a) programmatic limitations, (b) assumption that language equals competence, (c) going beyond the classroom, and (d) experiential training. In addition, as a result of their training experiences, the BSPs provided training recommendations in two major areas: (a) trainers and (b) culturally relevant curriculum. Implications for school psychology trainers will be provided.  相似文献   

Creating a space where teachers can locate their voices and develop their pedagogical awareness     

Mary Jensen  Erin Foster  Meghan Eddy 《Teaching and Teacher Education》1997,13(8):863-875

The claim is made here that we need to prepare teachers who can locate their voices in teaching situations, recognize their relationship with other voices in those situations, and reflect on their pedagogical intentions. In a teacher education course, stories written about practicum experiences offered students an opportunity to reflect on the location of their voice in classroom situations and to discuss with peers different classroom situations and possibilities for teaching and learning. This study examines more closely the reflections of two of the students with seemingly distinct orientations to learning to teach. Their practicum stories and reflective essays were analyzed for positioning of voice as described by Belenky et al. (1986). The two students located their voices in distinct ways, and also expressed growing awareness of classroom dynamics and the value of peer dialogue in broadening and deepening their understandings of teaching and learning.  相似文献   

Family contexts of television     

Leichter  Hope Jensen  Ahmed  Durre  Barrios  Leoncio  Bryce  Jennifer  Larsen  Eric  Laura  Moe 《Educational technology research and development : ETR & D》1985,33(1):26-40

Educational technology research and development -  相似文献   

Teacher attributions for children's attention‐deficit/hyperactivity disorder behaviors predict experiences with children and with classroom behavioral management in a summer program practicum     

Amori Yee Mikami  Sophie Smit  Charlotte Johnston 《Psychology in the schools》2019,56(6):928-944

Elementary school teachers often implement classroom behavioral management systems to address student misbehavior. Common problems targeted by these systems are the inattentive, hyperactive, and impulsive behaviors characteristic of attention‐deficit/hyperactivity disorder (ADHD). This study examined teachers' attributions for why children display ADHD behaviors, and how such attributions affect their experiences with children in the context of interventions to manage these behaviors. Participants were 32 preservice teachers undertaking a practicum in a summer program for 137 children (Grades 1–3), some of whom had ADHD. Teachers were trained to implement classroom‐wide behavioral management. Teachers' attributions for children's ADHD behaviors were assessed using a vignette measure, before teachers had met their students or begun training on intervention techniques. When controlling for attributions regarding oppositional behavior, teachers' initial attributions for ADHD behaviors as less internal/controllable predicted children reporting more positive relationships with that teacher during the summer program. Teachers' initial attributions for ADHD behaviors as less stable predicted teachers' greater satisfaction with the intervention techniques during the summer program and their greater attunement to children's social networks. Cognitions about the causes of children's ADHD behaviors held by preservice teachers may relate to their subsequent experiences with children in the context of implementing classroom behavioral management.  相似文献   

Investigating Critical Friendship: Peeling Back the Layers     

Elizabeth Petroelje Stolle  Charlotte Frambaugh-Kritzer  Anne Freese  Anders Persson 《Studying Teacher Education》2019,15(1):19-30

ABSTRACT

This self-study documents two teacher educators’ professional inquiry into the notions of critical friendship. Specifically, we asked: How does our interactive inquiry on the topic of critical friendship lead us to new understandings of critical friends? Three theoretical perspectives framed this study – More Knowledgeable Others, Thought Collective, and reflection. Data sources included (a) artifacts from the self-study scholarship/literature, (b) written and real-time (audio recorded) dialogue, and (c) critical friend response memos. We systematically analyzed our data, linking the initial themes to our theoretical frame. These themes led to three findings about critical friendship: flexible definitions, complex characteristics, and multiple learning phases. Based on these findings, we created two research tools useful for researchers enacting critical friendship – the Critical Friend Definition Continuum and the Critical Friend Guide for Quality Assurance. Ultimately, we assert that we, along with our colleagues, must be responsible brokers of critical friendship by explicitly explaining our purposes, definitions and uses of critical friendship within our work as self-study researchers.  相似文献   

ACES Business     

Charlotte Murrow Taylor 《Counselor Education & Supervision》1994,34(1):76-84

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