Examining the impact of integrated and non-integrated parasport events on volunteer attitudes towards disability     

Kyle F. Paradis  Laura J. Misener  Gayle McPherson  David McGillivray  David Legg 《Sport in Society》2017,20(11):1724-1744

Attitudes, and attitudinal change towards persons with disabilities, is an important area of research as it can potentially enable greater understanding of the constraints that may preclude full participation in society. In the realm of sport and recreation mega sporting events have been suggested as a potential catalyst for positive societal change and shifting negative attitudes. Much of the event research to date, however, has focused on able-bodied sport events, with parasport events being largely overlooked. As a result, the impact of major parasport events on attitudinal change towards persons with a disability is assumed by sport practitioners, policy-makers and politicians but not justified by empirical evidence. The current study thus presents a starting point by examining the benefits of hosting mega sport events and in particular focuses on an important event stakeholder group; volunteers. More specifically, the current study addresses volunteer’s perceptions of attitudes towards disability at two major parasport events: the 2014 Commonwealth Games (where parasport was integrated with the able-bodied sport) and the 2015 Pan Am/ParaPan American Games (where parasport was separated from the able-bodied sport). Data were collected at two time points for each event: pre-Games, and post-Games. Results revealed that both events had an impact on volunteer awareness levels of disability and accessibility-related issues, as well as positively impacting attitudes towards persons with disability. Interestingly, the integrated events at the Commonwealth Games appeared to impact attitudes to a greater degree than the non-integrated events at the ParaPan Am Games. Implications are discussed pertaining to the impact of an integrated vs. non-integrated major parasport event on disability/accessibility awareness, and attitudes towards disability.  相似文献   

Making formative assessment discernable to pre‐service teachers of science     

Gayle A. Buck  Amy Trauth‐Nare  Juliann Kaftan 《科学教学研究杂志》2010,47(4):402-421

The purpose of this pragmatic action research study was to explore our re‐conceptualization efforts in preparing pre‐service teachers to guide the inquiry process with formative assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course re‐conceptualization efforts lead to a more informed understanding of formative assessment by pre‐service teachers and did strategies enacted in the re‐conceptualized methods course foster or hinder pre‐service teachers' understanding of formative assessment? Data from this study support the following findings: (1) a substantial pre‐ to post‐methods course difference was realized in the pre‐service teachers' understanding of formative assessment; (2) explicit and contextualized approaches to formative assessment in the methods course led to increased understandings by pre‐service teachers; (3) an implicit approach led to improvements in course structure but did not foster pre‐service teachers' understanding of the reflexive nature of formative assessment; and (4) a field‐based case study on elementary science teaching both hindered and fostered our efforts with formative assessment. This study yields implications for pre‐service teacher education on formative assessment. To foster pre‐service teachers' knowledge and skills, we suggest explicit instruction on formative assessment combined with case studies, field experiences, and ongoing reflection. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 402–421, 2010  相似文献   

Meeting Needs of Young Children at Risk for or Having a Disability   总被引：1，自引：0，他引：1  

Carla A. Peterson  Lynn Milgram Mayer  Jean Ann Summers  Gayle J. Luze 《Early Childhood Education Journal》2010,37(6):509-517

Poverty-related factors place children at higher risk for disabilities and also serve as barriers to families accessing services for their children and themselves. Early childhood practitioners can play a critical role in supporting families by providing services to overcome these obstacles and by working in partnership with specialized early intervention programs to assure the families and children receive those services. Families (N = 3,001) enrolled in the Early Head Start (EHS) Research and Evaluation Project were randomly assigned to the program group (who received EHS services) or the control group in a rigorous, experimental design study in order to evaluate program impacts. All participating families were living in poverty, included a pregnant woman or a child below age 1, and were eligible for EHS. The majority of children enrolled in the EHS Research and Evaluation Project was identified as having at least one of a great variety of disability indicators (e.g., family received Part C services, child has been diagnosed as having asthma). There was a very small number of families, however, actually enrolled in Part C services. Enrollment in EHS was associated with children being less likely to have cognitive or language delays and their families being more likely to receive early intervention (Part C) services and have Individualized Family Service Plans (IFSPs) when they needed them.  相似文献   

Development and Safety of an Exercise Testing Protocol for Patients with an Implanted Cardioverter Defibrillator for Primary or Secondary Indication     

Gayle L. Flo  Robb W. Glenny  Peter J. Kudenchuk  Cynthia M. Dougherty 《Cardiopulmonary Physical Therapy Journal》2012,23(3):16-22

Purpose

Performing exercise tests in patients with an implantable cardioverter defibrillator (ICD) presents specific challenges because of susceptibility to ventricular arrhythmias during maximal levels of exertion. The purpose of this paper is to outline the exercise testing protocol from the Anti-Arrhythmic Effects of Exercise after an ICD trial and to report baseline test results and safety outcomes using the protocol.

Methods and Results

Maximal cardiopulmonary exercise testing was performed to assess levels of physical fitness as part of a randomized trial of walking exercise in patients with ICDs. Subjects were randomized after baseline testing to aerobic exercise plus usual care or usual care alone. A modified Balke treadmill exercise test was used and specific ICD programming procedures were implemented to avoid unnecessary shocks, which included programming off ventricular tachycardia (VT) therapies during testing. To date, 161 baseline tests have been performed. One ventricular fibrillation (VF) cardiac arrest occurred following completion of an exercise test and three tests were stopped by the investigators due to nonsustained ventricular tachycardia. Eleven subjects were not able to achieve maximum exercise, defined as reaching an anaerobic threshold (AT) at baseline testing. There have been no deaths as a result of exercise testing.

Conclusions

Symptom-limited maximal exercise testing can be performed safely and effectively in patients with ICDs for both primary and secondary prevention indications. Specific strategies for ICD programming and preparation for treating ventricular arrhythmias needs to be in place before exercise testing is performed.Key Words: implanted cardioverter defibrillator, exercise testing, treadmill protocol  相似文献   

Special Education Needs: A Guide for Inclusive Practice (2nd ed.)     

Gayle Sutcliffe-Rausch 《International Journal of Disability, Development & Education》2017,64(6):670-671

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为什么兰登书屋与企鹅出版集团必须合并?     

Gayle Feldman 《英语沙龙》2013,(2)

With news about a merger between Bertelsmann's Random House and Pearson's Penguin,you might think that it happened recently.In fact,it was dated July 17,1956,and the men doing the negotiating were Random House founders Bennett Cerf and Donald Klopfer and Penguin founder Allen Lane.  相似文献   

A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets     

Lee  Kevin M.  Nicoll  Gayle  Brooks  David W. 《Journal of Science Education and Technology》2004,13(1):81-88

This paper compares two protocols for web-based instruction using simulations in an introductory physics class. The Inquiry protocol allowed students to control input parameters while the Worked Example protocol did not. Students in the Worked Example group performed significantly higher on a common assessment. The ramifications of this study are discussed in relation to Scientific Discovery Learning and Cognitive Load Theory.  相似文献   

Learning to look through the eyes of our students: action research as a tool of inquiry   总被引：1，自引：1，他引：0  

Joanne Arhar  Gayle Buck 《Educational Action Research》2013,21(2):327-339

Abstract

The story we are about to tell occurred when Gayle was a middle school science teacher and graduate student in Joanne's seminar on the study of teaching. Gayle was trying to make sense of her science students' indifference toward the environment, an attitude that concerned her as an environmentalist. She turned her inquiry into an action research project that sought to answer the question, ‘What are the assumptions that my middle school students have about their relationship with the environment?’ Joanne was mentoring Gayle in her action research study, and at the same time exploring Gayle's perspective as an action researcher. Now, several years later, we are both action researchers and teacher educators and understand that we have been looking through the eyes of our students in order to become scholars of our own teaching.  相似文献   

    

Gayle Christensen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(6):644

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Academic peer counseling: Advising with a personal touch     

Gayle Privette  James E. Delawder 《International journal for the advancement of counseling》1982,5(2):109-114

By taking advantage of its resources, students already prepared to do counseling, an academic department has used a peer counseling program to conserve faculty time, improve the dissemination of information, and provide significant interpersonal contact for undergraduate students. Careful selection and synergic supervision have resulted in performance and commitment from the peer counselors. Their efforts have been evaluated positively by student consumers and faculty.She teaches and supervises graduate students in counseling, teaches humanistic psychology, and supervises the academic peer counseling program.He was a peer counselor at the University of West Florida for two years.  相似文献