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The purpose of this study was to explore the extent to which shared aims, values and understanding exist both between parents and professionals and among professionals. Of particular concern was the impact that any differences in perspective might have on a given child. For each of seven case study children, one parent and two key nursery workers were interviewed and asked to complete rating scales. Thus, there were seven parent and 14 nursery practitioner interviews carried out. Interviews were analysed on a thematic basis with a particular focus on attributional analysis. It was found that, where there were differences between parents and practitioners in the attributions that they made for children's behaviour and learning that these had a significant influence on how children were understood and, in some cases, could lead to nursery practitioners underestimating or 'blaming' children and their families for perceived deficiencies. Cette étude avait pour objectif d'explorer s'iI existe des objectifs, des valeurs et des visions communes entre les parents et les professionnels et parmi les professionnels. On a examiné tout particulièrement l'impact potentiel de toute différence de perspective sur un enfant donné Pour chacun des 7 enfants ayant fait l'objet d'études de cas, un parent et deux enseignants-clés ont été interrogés et ont eu à remplir des questionnaires avec échelle d'évaluation. Il y a donc eu 7 entretiens avec des parents et 14 avec des enseignants de maternelle. Les entretiens ont été analysés sur une base thématique, en mettant un accent particulier sur 1'analyse des attributions. Il en est ressorti que lorsqu'il existait des différences entre les parents et les professionnels dans leurs attributions du comportement et 1'apprentissage des enfants, ces différences avaient une influence considérable sur la manière dont les enfants étaient compris et que, dans certains cas, elles pouvaient entraîner les professionnels à sous-estimer ou e blâmer f les enfants et leur famille pour des lacunes perçues. 相似文献
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Purpose: The purpose of this study was to conduct a systematic review of classroom-based physical activity interventions that integrate academic content and assess the effectiveness of the interventions on physical activity, learning, facilitators of learning, and health outcomes. Method: Six electronic databases (ERIC, PubMed, Google Scholar, Science Direct, Cochrane Library, and EMBASE) and reference lists were searched for English-language articles, published January 1990 through March 2015, reporting classroom-based interventions that deliberately taught academic content using physically active teaching methods for at least 1 week duration, with physical activity, health, learning, or facilitators-of-learning outcomes. Two authors reviewed full-text articles. Data were extracted onto an Excel spreadsheet, and authors were contacted to confirm accuracy of the information presented. Results: Fifteen studies met the inclusion criteria. Six studies reporting on physical activity levels were found to have medium-to-large effect sizes. All 4 studies reporting learning outcomes showed positive effects of intervention lessons. Teachers and students were pleased with the programs, and enhanced on-task behavior was identified (n = 3). Positive effects were also reported on students’ body mass index levels (n = 3). Conclusions: Physically active academic lessons increase physical activity levels and may benefit learning and health outcomes. Both students and teachers positively received and enjoyed these teaching methods. These findings emphasize the need for such interventions to contribute toward public health policy. 相似文献
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Joan N. Vickers Joe Causer Michael Stuart Elaine Little Sean Dukelow Marc Lavangie 《European Journal of Sport Science》2017,17(1):109-117
AbstractA “look-up line” (LUL) has been proposed for ice hockey, which is an orange 1?m (40′) warning line (WL) painted on the ice at the base of the boards. The LUL purports to provide an early warning to players to keep their head up prior to and as they are being checked. We determined if players looked up more on a rink with the LUL compared to a traditional Control rink. Elite offensive (O) and defensive (D) players competed 1 vs. 1, while wearing an eye tracker that recorded their quiet eye (QE) and fixation and tracking (F-T) and an electrogoniometer that measured head angle. External cameras recorded skate duration during four skate phases: P1 preparation, P2 decision-making, P3 cut to boards, P4 contact. The QE was the final fixation prior to contact between O and D as they skated towards and across the WL during P3 and P4. Skate phase durations (%) did not differ by rink or rink by position. More QE and F-T occurred on the WL on the LUL rink than on the Control. The expected increase in head angle on the LUL rink did not occur during P3 or P4. Post-hoc results also showed O and D skated further from the boards on the LUL rink, suggesting the players preferred to control the puck on white ice, rather than the orange colour of the LUL rink. More research is needed to determine if these results apply to the competitive setting. 相似文献
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Tertiary Education and Management - This essay, exploring the general question of how quality assurance has changed the relationship between government and higher education, discusses two important... 相似文献
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