Age Differences in use of Strategy for Recall of Movement in a Large Scale Environment     

Jerry R. Thomas  Katherine T. Thomas  Amelia M. Lee  Edwyna Testerman  Madge Ashy 《Research quarterly for exercise and sport》2013,84(3):264-272

Abstract

In order to investigate how children remember distance (route) and location (landmark) information, two experiments were conducted in a large scale environment using jogging as the means of locomotion. In Experiment 1, thirty 4-year-old and thirty 9-year-old children were randomly assigned within age to three groups which were cued prior to the jog to remember the event, location of the event or distance to the event. Results indicated that older children reproduced the location and distance better than younger children. Cueing children to remember the location resulted in more accurate estimates than the other conditions. In Experiment 2, 5-year-old, 9-year-old, and 12-year-old children (24 children of each age) were randomly divided into step counting strategy and control groups, and asked to reproduce a criterion distance jogged. Results indicated that the three strategy groups and the 12-year-old controls estimated distance with similar accuracy, but the 9- and 5-year-old controls were different, as their error was inversely related to age.  相似文献   

Measuring Physical Activity in Preschoolers: Reliability and Validity of the System for Observing Fitness Instruction Time for Preschoolers (SOFIT-P)     

Shreela V. Sharma  Ru-Jye Chuang  Katherine Skala  Heather Atteberry 《Measurement in physical education and exercise science》2013,17(4):257-273

The purpose of this study is describe the initial feasibility, reliability, and validity of an instrument to measure physical activity in preschoolers using direct observation. The System for Observing Fitness Instruction Time for Preschoolers was developed and tested among 3- to 6-year-old children over fall 2008 for feasibility and reliability (Phase I, n = 67) and in fall 2009 for concurrent validity (Phase II, n = 27). Phase I showed that preschoolers spent >75% of their active time at preschool in light physical activity. The mean inter-observer agreements scores were ≥.75 for physical activity level and type. Correlation coefficients, measuring construct validity between the lesson context and physical activity types with and with the activity levels, were moderately strong. Phase II showed moderately strong correlations ranging from .50 to .54 between the System for Observing Fitness Instruction Time for Preschoolers and Actigraph accelerometers for physical activity levels. The System for Observing Fitness Instruction Time for Preschoolers shows promising initial results as a new method for measuring physical activity among preschoolers.  相似文献   

Open learning: Politics or pedagogy?     

Viktor Jakupec  Katherine Nicoll 《Distance Education》1994,15(2):217-233

This paper is intended to contribute to the discussion of the meaning of open learning. The trend in higher education in Australia towards open learning is seen to be politically driven. We argue that the lack of educational debate over its meaning and implications allows us to presume that open learning is of social value, while in reality it may have the power to create anew binary divide in higher education or to re‐fashion entirely what constitutes knowledge within society. In order to ‘de‐reify’ the term we argue that a critical examination of its meaning, from a political as well as pedagogical perspective, is necessary.  相似文献   

Getting assessment right at the classroom level: using formative assessment for decision making     

Katherine A. Curry  Mwarumba Mwavita  Alexandra Holter  Ed Harris 《Educational Assessment, Evaluation and Accountability》2016,28(1):89-104

Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training for effective data use, and data is often too far removed from students to actually influence instructional practice. This qualitative case study was designed to gain a better understanding of a district-wide, teacher-centered approach to data use. Findings suggest that when data is used to “inform” instruction rather than “evaluate” instruction, teachers begin to practice reflective teaching. A common language emerged across grade levels facilitating a collaborative approach to data use. Using the theoretical framework of Self-Determination Theory, we propose a data informed instructional theoretical model that stakeholders in K-12 education systems can use to enhance instruction and learning at the classroom level. This teacher-centered model is of particular importance as a framework to build collective capacity by meeting psychological needs of teachers of autonomy, competence, and relatedness.  相似文献   

Geeks,gamers, and girls: revealing diverse digital identities with membership categorisation analysis     

Katherine F. McLay 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):946-961

ABSTRACT

The ‘digital imperative’ of contemporary education practice is without contention; however, much learning technology research has focused on pragmatic issues such as learning design, often founded on uncritically accepted claims about ‘digital natives’. This focus has come at the expense of learning theory. Alongside the scholarly voices calling for education research to redress this imbalance, there is increasing interest in the role played by technology not only in epistemological learning, but also in the ways technology is an identity issue. This paper explores how membership categorisation analysis opens up ways of understanding the role of technology for contemporary learner identities. Examination of student talk makes visible the diverse ways of being an iPad-using student, challenges widely-accepted constructions of contemporary learners as generationally uniform, and contributes to a more holistic conception of learning that accounts for the role played by technology in learning identity.  相似文献   

Student engagement in higher education: theoretical perspectives and practical approaches for diverse populations: second edition     

Katherine Wimpenny 《教育心理学》2016,36(5):1044-1046

  相似文献   

The technological gender gap: Evidence and recommendations for educators and computer-based instruction designers     

Katherine Canada MD  Frank Brusca 《Educational technology research and development : ETR & D》1991,39(2):43-51

The term technological gender gap refers to the idea that males and females have different technology-related attitudes, behaviors, and skills. This article reviews the mounting evidence documenting the existence of a gender gap, which, if ignored, could render large numbers of female students unprepared to meet the technological challenges of the future. Recommendations for ameliorating the technological gender gap are presented for educators and computer-based instruction (CBI) designers who are interested in providing equitable educational opportunities for male and female students.  相似文献   

Responding to a fiscal crisis: a data‐driven approach     

Trudy W. Banta  A. Katherine Busby  Susan Kahn  Karen E. Black  James N. Johnson 《Assessment & Evaluation in Higher Education》2007,32(2):183-194

The Division of Planning and Institutional Improvement (PAII) at Indiana University–Purdue University Indianapolis provides for the campus data for academic planning and management, assessment and evaluation services, and progress reports on mission‐critical goals. To respond to a forecast fiscal crisis and support long‐range planning for the Division, staff undertook a survey of deans and other key campus stakeholders to determine which of its services were best‐known and considered most useful for unit‐level planning and decision‐making, especially as these units faced the same projections of severe fiscal constraints. Findings indicated greater awareness and use of PAII data among deans than among other academic leaders and provided important insights into the kinds of data needed most for decision‐making. These outcomes will guide the Division’s future strategies for educating deans and other stakeholders on underused, but potentially useful, services and for selecting new services to offer.  相似文献   

Becoming dishuman: thinking about the human through dis/ability     

Daniel Goodley  Katherine Runswick-Cole 《Discourse: Studies in the Cultural Politics of Education》2016,37(1):1-15

In this paper, we seek to develop an understanding of the human driven by a commitment to the politics of disability, especially those of people with intellectual disabilities. Our position as family members and allies to people associated with this phenomenon of intellectual disability influences our philosophical conceptions and political responses. This has led us recently to develop a theory of dis/human studies which, we contend, simultaneously acknowledges the possibilities offered by disability to trouble, reshape and re-fashion the human (crip ambitions) while at the same time asserting disabled people's humanity (normative desires). We sketch out four dis/human considerations: (1) dis/autonomy, voice and evacuating the human individual; (2) dis/independence, assemblage and collective humanness; (3) dis/ability politics, self-advocacy and repositioning the human; and (4) dis/family: desiring the normal, embracing the non-normative. We argue that this feeds into the wider project of dis/ability studies, and we conclude that we desire a time when we view life through the prism of the dishuman (note, without the slash).  相似文献   

Infant Affective Reactions to the Resumption of Maternal Interaction after the Still-Face   总被引：4，自引：0，他引：4  

M. Katherine Weinberg  Edward Z. Tronick 《Child development》1996,67(3):905-914

To investigate infants' reactions to the Face-to-Face Still-Face Paradigm and in particular the reunion episode, 50 6-month-olds' affective, behavioral, and physiologic reactions were recorded and analyzed. Infants reacted to the still-face with negative affect, a drop in vagal tone, and an increase in heart rate. By contrast, they reacted to the reunion episode with a mixed pattern of positive and negative affect. There was a carryover of negative affect from the still-face, an increase in fussiness and crying, and a rebound of positive affect. During this episode, the infants' heart rate and vagal tone returned to initial levels. The data indicate that infant affective displays are specifically related to different interactive events, but that their physiologic reactions do not show the same level of specificity. The findings also highlight the complexity of the affective and reparatory processes that take place in mother-infant interactions.  相似文献