A Field-Based Testing Protocol for Assessing Gross Motor Skills in Preschool Children: The Children's Activity and Movement in Preschool Study Motor Skills Protocol     

Harriet G. Williams  Karin A. Pfeiffer  Marsha Dowda  Chevy Jeter  Shaverra Jones  Russell R. Pate 《Measurement in physical education and exercise science》2013,17(3):151-165

The purpose of this study was to develop a valid and reliable tool for use in assessing motor skills in preschool children in field-based settings. The development of the Children's Activity and Movement in Preschool Study Motor Skills Protocol included evidence of its reliability and validity for use in field-based environments as part of large epidemiological studies. Following pilot work, 297 children (3–5 years old) from 22 preschools were tested using the final version of the Children's Activity and Movement in Preschool Study Motor Skills Protocol and the Test of Gross Motor Development (2nd Edition). Reliability of the Children's Activity and Movement in Preschool Study Motor Skills Protocol and interobserver reliability were determined using intraclass correlation procedures (intraclass correlation coefficients; ANOVA). Concurrent validity was assessed using Pearson correlation coefficients to compare the Children's Activity and Movement in Preschool Study Motor Skills Protocol to the original Test of Gross Motor Development (2nd Edition). Results indicated that test reliability, interobserver reliability, and validity coefficients were all high, generally above R/r = .90. Significant age differences were found. Outcomes indicate that the Children's Activity and Movement in Preschool Study Motor Skills Protocol is an appropriate tool for assessing motor development of 3-, 4-, and 5-year-old children in field-based settings that are consistent with large-scale trials.  相似文献   

The Veering Tendency of the Arm,When Drawing a Straight Line without Vision     

Bryant J. Cratty  Harriet G. Williams 《Research quarterly for exercise and sport》2013,84(4):932-936

Abstract

Fifty-seven male and female university students were seated individually at a table, blindfolded, and asked to draw a straight line directly away from the center of their bodies. Results indicated that performances with the right hand were, in general, more accurate than those with the left hand. The data also indicated that lines drawn with the right hand veered slightly to the left, while those drawn with the left hand tended to veer to the right. Hand dominance had no effect upon the accuracy of the line-drawing performance.  相似文献   

A Research-based Community Theater Performance to Promote Ageing: Is it More than Just a Show?     

Susan Feldman  Harriet Radermacher  Felicity Lorains  Terence Haines 《Educational gerontology》2013,39(10):885-898

Research-based community theater can address important life issues in a safe and entertaining environment. This study investigated using a theater performance about widowhood as a medium for facilitating older people's engagement with key life events and countering negative stereotypes. Quantitative questions incorporating semistructured qualitative sections were conducted with 29 older people from a group of 250 audience members who attended the performance. The majority of participants found the performance true to life, enjoyable, of high quality, and a useful learning tool. This study illustrates the potential for wider application of research-based community theater for promoting healthy ageing in older adults.  相似文献   

Review essay     

Harriet Marshall 《British Journal of Sociology of Education》2003,24(3):397-405

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流利英语脱口出     

Harriet He 《海外英语》2007,(9):10-11

1.Constructive criticism建设性的批评(意见)A:I like constructive criticism.我喜欢建设性的批评。B:Me too.我是。A:But what is often labeled constructive criticism may actually be destructive jealousy.但往往,标着所谓建设性意见的标牌,实际却是出于非常具有破坏性的嫉妒。  相似文献   

Young Children's Understanding of Addition Concepts     

Katherine H. Canobi  Robert A. Reeve  Philippa E. Pattison 《教育心理学》2002,22(5):513-532

Children's knowledge of concrete versions of additive composition, commutativity and associativity was investigated in two studies. In Study 1, 24 four- to five-year-olds and 25 five- to six-year-olds judged the equivalence of conceptually related addition problems presented using groups of objects. In Study 2, 45 five- to six-year-olds judged related problems and solved addition problems. Both studies indicated that concrete versions of principles were salient to most children although associativity was more difficult than commutativity and there were considerable individual differences in children's understanding. Study 1 results indicated that schoolchildren were more accurate at recognising additive composition than preschoolers and Study 2 results suggested that commutativity knowledge was related to using advanced counting strategies for solving addition problems. Overall, the research supports the claim that examining early knowledge of addition principles provides important insights into children's emerging part-whole knowledge and mathematical development.  相似文献   

Coping with School Transfer: Predicting and Using Coping Strategies     

Harriet Gross  Gill Burdett 《Pastoral Care in Education》2013,31(3):38-44

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Future problems in the employment of graduates     

Harriet Greenaway 《Higher Education》1973,2(2):273-274

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Plus ça change: anti-vivisection then and now     

Ritvo H 《Science, technology & human values》1984,9(2):57-66

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THE EFFECTS OF VARYING DEGREES OF ANONYMITY ON RESPONSES TO DIFFERENT TYPES OF PSYCHOLOGICAL QUESTIONNAIRES     

Rodney T.  Hartnett Harriet C.  Seligsohn 《Journal of Educational Measurement》1967,4(2):95-103

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