Sensory organisation and reactive balance control of amateur rugby players: A cross-sectional study     

Gary C. C. Chow  Joanne W. Y. Chung  Ada W. W. Ma  Duncan J. Macfarlane 《European Journal of Sport Science》2017,17(4):400-406

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Assessing the Relationship Between Prosody and Reading Outcomes in Children Using the PEPS-C     

Margaret Lochrin  Joanne Arciuli  Mridula Sharma 《Scientific Studies of Reading》2015,19(1):72-85

This study investigated the relationship between both receptive and expressive prosody and each of three reading outcomes: accuracy of reading aloud words, accuracy of reading aloud nonwords, and comprehension. Participants were 63 children aged 7 to 12 years. To assess prosody, we used the Profiling Elements of Prosody in Speech Communication (PEPS-C; Peppé & McCann, 2003). Results revealed that certain subtests of the PEPS-C predicted a substantial proportion of variance across reading outcomes, even after age and segmental phonological awareness have been considered. In fact, our findings suggest that the PEPS-C compares favourably with a well-established test of segmental phonological awareness, the Comprehensive Test of Phonological Processing (CTOPP; Wagner, Torgesen, & Rashotte, 1999), in terms of its power to predict variability in children’s reading.  相似文献   

Taking an evaluative stance to decision-making about professional development options in early childhood education and care     

Joanne Lunn Brownlee  Jennifer Sumsion  Susan Irvine  Donna Berthelsen  Ann Farrell  Kerryann Walsh 《Early Years: An International Journal of Research and Development》2015,35(4):411-426

This article builds on our ongoing work in conceptualising an ‘evaluative stance’ framework to assist in understanding how leaders in the field of early childhood education and care (ECEC) make decisions about the selection of professional development options for themselves and their staff. It introduces the notion that evaluative mindsets can be considered in terms of attitudes towards decision-making that are based on personal epistemologies. Drawing on data from semi-structured interviews, it explores the mindsets of six experienced leaders in two long-established ECEC organisations in Australia with respect to their decision-making about professional development. The article concludes with a consideration of the potential utility of the framework and the coding template used in this exploratory study.  相似文献   

Grade 1 Students’ Out-of-School Play and Its Relationship to School-Based Academic,Behavior, and Creativity Outcomes     

Joanne S. Lehrer  Hariclia H. Petrakos  Vivek Venkatesh 《Early education and development》2014,25(3):295-317

Research Findings: This study explored the relationship between play and child development at the Grade 1 level. As previous research has noted a sudden curtailment of classroom play during this period, the relationship between play at home and children's school grades, behavior, and creativity scores was examined using correlational and regression analyses. In particular, this study sought to assess whether particular types of play (pretend play, active physical play, construction play, etc.) and social arrangements during play (play with siblings, with parents, alone, with friends) predicted any of the outcome measures. A total of 56 children ages 6 and 7 from suburban areas outside of Montreal, as well as their parents and teachers, participated in the study. Practice or Policy: Findings indicated that children spent between 1 and 2 hr playing after school each day and that the most common form of play was active physical play. The most common social arrangement during play was play with siblings. Children's free time in the morning and freedom to choose their play activities in the afternoon were predictive of children's academic progress. Watching others play and the ability to choose their own activities in the afternoon predicted positive adaptive behaviors at school. Play with commercial toys and playing alone were predictive of creativity scores.  相似文献   

Educational technology: a presupposition of equality?     

Joanne Orlando 《Asia-Pacific Journal of Teacher Education》2014,42(4):347-362

The work of philosopher Jacques Rancière is used conceptually and methodologically to frame an exploration of the driving interests in educational technology policy and the sanctioning of particular discursive constructions of pedagogy that result. In line with Rancière’s thinking, the starting point for this analysis is that of equality – that people are legally, morally, intellectually, and in their everyday practices discursively equal. The use of Rancière’s concepts, demos, police, and politics, to analyse three educational technology policies internationally shows that teachers are positioned within these policies as discursively unequal, and as intellectually inferior, not only in terms of technology expertise, but crucially as pedagogues. This positioning has important implications for teachers and teacher education. Teachers are capable of recognising and critiquing inequality, and this article makes a case for an act of politics that aims to reconfigure allocated identities and power imbalances in the educational technology order.  相似文献   

The Emerging Market for On-line Learning: insights from the Corporate Sector     

Joanne Capper 《European Journal of Education》2001,36(2):237-245

Over the past few years, many universities worldwide have begun delivering some of their courses on-line and new ones have emerged that offer only Internet-based courses. Many policy makers and managers question whether on-line learning is cost effective and wonder whether it is a direction they should pursue. This article is based on interviews with a number of for-profit on-line learning providers and market analysts and provides a summary of strategies that are being used by such companies to increase their likelihood of profitability.  相似文献   

From the Outgoing Editors     

C. Addison Stone  Joanne F. Carlisle 《Learning disabilities research & practice》2006,21(1):v-v

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Creating cooperation and empowerment in a child care center     

Michael Havercamp  Joanne Everts 《Early Childhood Education Journal》1992,19(4):28-31

Staff turnover in child development centers is epidemic, reaching as high as 41% (Whitebook, Howes, & Phillips, 1989a). Studies have shown that high rates of turnover are related to poor-quality child care, having detrimental effects on children in child care facilities (Clarke-Stewart, 1987; Galinsky, 1990; Whitebook et al., 1982). Variables associated with high staff turnover are low wages, poor working conditions, and minimal benefits.Michael Havercamp and Joanne Everts are with the Department of Human Development and Family Studies, University of Nevada Reno.  相似文献   

Carol G. Jenkins,Medical Library Association President, 2001–2002     

Joanne Gard Marshall 《Journal of the Medical Library Association》2001,89(3):311-314

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Trends and Tensions in IT Policy in Universities     

John Gardner  John Fulton  Joanne Best 《Higher Education Quarterly》1993,47(3):259-273

This paper charts developments in information technology policy in British universities from the creation of the Computer Board for Universities and Research Councils to the present day. Focusing on institutional issues, the various organizational tensions are examined in the context of quasi-collegial policy formulation and management. The impact of operational tensions, arising from a variety of external and internal influences on the implementation of policy, is similarly assessed. The paper concludes with an outline of likely future trends.  相似文献