Precision of age norms in tests used to assess preschool children     

Janet E. Spector 《Psychology in the schools》1999,36(6):459-471

This study investigated normative precision in 14 preschool tests representing four domains: cognitive, language, adaptive behavior, and early academic skills. The purpose was to explore the consequences of using tests with more‐ vs. less‐precise age norms to identify disabilities in preschool children. As expected, on tests with more precise norms, standard scores associated with the same raw score shifted gradually across age groups. On the other hand, tests with less precise norms showed more dramatic standard score shifts across age groups. Examination of the degree of shift found in each test indicated that many preschool tests have norm tables that are potentially problematic for diagnosing disabilities, particularly for children near norm group cut‐off ages. On high stakes tests, an optimal span is one to three months. This standard can be achieved by using interpolation and/or increasing the size of norming samples at the preschool level. © 1999 John Wiley & Sons, Inc.  相似文献   

Prevalence and correlates of physical fitness testing in U.S. schools--2000     

Morrow JR  Fulton JE  Brener ND  Kohl HW 《Research quarterly for exercise and sport》2008,79(2):141-148

Because of the perceived lack of youth physical fitness and/or concerns for increased obesity, physical education teachers are interested in youth fitness and physical activity levels. Statewide mandates are being developed that require school-based teachers to complete physical fitness testing. Data from the nationally representative School Health Policies and Programs Study 2000 were analyzed to investigate the prevalence of fitness testing and the professional characteristics of fitness test users. Data were collected with teachers of either randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools (N = 1,564). The prevalence of fitness test use is 65% across all school levels. Variables associated with physical fitness test usage were professionally oriented. Results showed that teachers in secondary schools (odds ratio [OR] = 2.25, 95% confidence interval [CI] = I.18-4.27), those with degrees in physical education/kinesiology-related disciplines (OR = 2.01, 95% CI = 1.11-3.63), and those who had completed staff development on physical fitness testing (OR = 3.22, 95% CI = 1.86-5.60) were more likely than respondents without these characteristics to engage in physical fitness testing. Results changed little when separate analyses were conducted for classes/courses in districts requiring versus not requiring fitness testing. Financial variables, including fitness-oriented facilities available, metropolitan location, and discretionary expenditures per student, were not associated with fitness test use. Results provided national prevalence of school-based physical fitness testing use in the U. S. and conveyed information about those who currently use physical fitness tests.  相似文献   

Teacher knowledge: The relationship between caring and knowing   总被引：1，自引：0，他引：1  

Kathie Webb  Janet Blond 《Teaching and Teacher Education》1995,11(6)

While everyone acknowledges the importance of the “caring teacher,” little acknowledgment of caring as an issue exists at the level of educational policymaking. This paper presents teacher and researcher stories which describe a teacher's knowledge in practice and argues for recognition of an epistemological role for caring in teaching. The teacher's narratives describe what she knows from caring and being in relationship with her students - her relational knowing (Hollingsworth et al., 1993, 1994)- and how this knowledge alters her pedagogy and the curriculum that is constructed with each student. Caring for the person (Noddings, 1984, 1992) is revealed as central to what the teacher knows. The findings of this research suggest that for the teacher, the relationship between caring and knowing is complex and involves a constant reflective process. In attempting to situate caring within existing theories for teacher knowledge, Elbaz' (1983) structures are found to be too neat and the boundaries too well defined. A construct of teacher knowledge as relational and dynamic is described. This builds upon Lyons' provisional characterization of the epistemological relationship between students and teachers as nested knowing: “that is, students and teachers are considered to have nested, interacting epistemological perspectives” (1990a, p. 162). In this view, knowledge is not limited to what one person knows, but the intersection where the knowing of two persons in-relation overlap and the consequences for student learning (and teacher development) when one of those persons is a teacher.  相似文献   

Examining relative age effects on performance achievement and participation rates in Masters athletes   总被引：2，自引：0，他引：2  

Medic N  Starkes JL  Young BW 《Journal of sports sciences》2007,25(12):1377-1384

Although the relative age effect has been widely observed in youth sports (Musch & Grondin, 2001), it is unclear whether it generalizes across the lifespan. The purpose of this study was to examine the relative age effect among a population of Masters athletes using archived data. Two successive studies examined the frequency of record-setting achievements (Study 1) and the frequency of participation entries (Study 2) at the US Masters track-and-field and swimming championships as a function of an individual's constituent year within any 5-year age category. Results of Study 1 indicated that the probability of setting a record increased if Masters athletes were in the first year, and decreased if they were in the third, fourth or fifth year, of an age category. Results of Study 2 indicated that the likelihood of participating in the National championships increased if Masters athletes were in the first or second year, and decreased if they were in the fourth or fifth year, of an age category. We highlight and discuss potential advantages afforded to Masters athletes who are relatively younger than their peers in the same 5-year age category.  相似文献   

Reliability and validity of two tests of soccer skill   总被引：3，自引：3，他引：0  

Ali A  Williams C  Hulse M  Strudwick A  Reddin J  Howarth L  Eldred J  Hirst M  McGregor S 《Journal of sports sciences》2007,25(13):1461-1470

Twenty-four players from the 1st/2nd (elite) and 24 players from the 3rd/4th (non-elite) university football teams were recruited to evaluate the Loughborough Soccer Passing Test (LSPT) and Loughborough Soccer Shooting Test (LSST) as tools to assess soccer skill. The LSPT requires players to complete 16 passes as quickly as possible. The LSST requires players to pass, control, and shoot the ball to targets on a full-sized goal. Participants completed two main trials each separated by at least one day. During both trials, the participants were given practice efforts before recording the mean of the next two (LSPT) or 10 (LSST) attempts as the performance score. For the LSPT, the mean time taken, added penalty time, and overall performance time were less in the elite players (elite: 43.6 s, s = 3.8; non-elite: 52.5 s, s= 7.4; P= 0.0001). For the LSST, there was no difference in the mean points scored per shot between groups (elite: 1.34, s = 0.46; non-elite: 1.28, s = 0.53). However, the elite players had higher mean shot speed (elite: 80 km h(-1), s = 4.5; non-elite: 74 km h(-1), s = 4.2; P < 0.0001) and performed each shot sequence faster (elite: 7.87 s, s= 0.29; non-elite: 8.07 s, s= 0.35; P= 0.037) than the non-elite players. Performance on both tests was more repeatable in elite players. In conclusion, the LSPT and LSST are valid and reliable protocols to assess differences in soccer skill performance.  相似文献   

Publisher–Society partnerships to further image accessibility and global inclusivity in the Humanities and Social Sciences: Comparing top-down and bottom-up approaches     

George Cooper  Katherine Burton  Alejandra Black  Mokheseng Buti  Geraldine Richards  Ginny Herbert  Emma Lockwood  Janet Remmington 《Learned Publishing》2023,36(1):58-67

• Collaboration between publishers and learned society partners can accelerate and amplify DEIA outcomes.
• 97 HSS titles have adopted alt-text publication workflows and this change has been welcomed by journal authors and editors.
• Efforts to promote global inclusivity do not always result in greater membership diversity, retention and growth.
• Top-down, publisher-led DEIA initiatives are effective when they are aligned strategically to pre-existing society initiatives.
• Bottom-up, member-led DEIA initiatives benefit from publisher support to mitigate financial and time-based barriers to active participation.
• To reliably track DEIA outcomes, publishers ought to adopt systematic data collection strategies through initiatives like C4 and the Joint Commitment.

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Managing performance problems: Using peers as resources     

Janet Houser Carter  Nancy Hayek 《Performance Improvement》1993,32(1):14-16

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Using peers as resources: Orienting the new manager     

Janet Houser Carter  Nancy Hayek 《Performance Improvement》1993,32(2):18-22

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An Advocate for Everything: Exploring Exhibit Development Models     

Janet A. Kamien 《Curator: The Museum Journal》2001,44(1):114-128

Abstract This article presents six models, from within and outside the museum profession, useful to consider when creating exhibition teams. The focus is on five roles—client, content specialist, designer, content interpreter, and project manager—and the authority and responsibility assigned to these roles in the different models. The author examines the pros and cons of the models and provides examples from museums in which they were instituted. The developer model was created at The Field Museum of Natural History to replace the team approach model. Both of these models replaced the curatorial model. The broker model was developed at The Children's Museum in Boston. From outside the museum field, the author presents the architectural model and the theatrical model. Each of the models, in differing ways, defines a process, a point of view about the expected outcomes, and assigns specific authorities and responsibilities to staff members in each of the five roles. The author argues that it is not so important which of the models is chosen for any given exhibition project, but emphasizes that the importance lies in being certain that a model be chosen and rigorously implemented. The appendix also includes a sample exhibit process document from one museum.  相似文献   

Performance support in internet time the state of the practice     

Gloria Gery  Stan Malcolm  Janet Cichelli  Hal Christensen  Barry Raybould  Marc J. Rosenberg  Gary J. Dickelman 《Performance Improvement》2000,39(6):7-17

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