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991.
Jason L. Anthony Emily J. Solari Jeffrey M. Williams Kimberly D. Schoger Zhou Zhang Lee Branum-Martin 《Scientific Studies of Reading》2013,17(6):535-564
Theories concerning the development of phonological awareness place special emphasis on lexical and orthographic knowledge. Given the large degree of variability in preschool classrooms that house Spanish-speaking English language learners (ELL), this study controlled for classroom effects by removing classroom means and covariances based on 158 children from 40 classrooms. Path analyses of the child-level covariance matrices tested the extent to which vocabulary and letter knowledge in each language predicted growth in English and Spanish phonological awareness of 130 preschool-age, Spanish-speaking ELLs. Results supported cross-linguistic effects of prior phonological awareness and Spanish vocabulary in the development of bilingual phonological awareness. Implications for theory, instruction, and research methods are discussed. 相似文献
992.
This paper explores the often‐touted incompatibility between ‘intellectual rigour’ and ‘relevance’ as this has manifested in Australian debates over Queensland’s New Basics and ‘productive pedagogies’, and associated initiatives such as the New South Wales Quality Teaching Framework. This debate can be located in longer‐standing concerns about how best to meet the educational needs of students who experience social disadvantage. In particular, we focus on the way Bernstein’s concept of ‘vertical’ and ‘horizontal’ discourse has been used by him and others to argue against attempting to make academic knowledge more ‘relevant’ by introducing elements of students out of school lives into the classroom. Drawing on examples from the literature, we trouble Bernstein’s contention that academic and ‘everyday’ knowledge represent different, incompatible knowledge forms that cannot be successfully integrated. This troubling creates an opening for reconsidering the relationship between ‘intellectual rigour’ and ‘relevance’. We argue that we can and should pursue the bringing together of ‘intellectual rigour’ and ‘relevance’ as a means to engage better all students, but particularly those who experience social and educational disadvantage, and improve their learning outcomes. Accordingly, we call for challenging, at a theoretical, practical and policy level, the perception that learning cannot be made relevant without sacrificing intellectual rigour. We also call for more research on teachers already integrating ‘intellectual rigour’ and ‘relevance’, and for teacher professional development and scaffolding to achieve this and to moderate multiple student perspectives and claims to ‘relevance’. 相似文献
993.
Laura G. Lunsford Vicki Baker Kimberly A. Griffin W. Brad Johnson 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):126-149
In this theoretical paper, we apply a social exchange framework to understand mentors’ negative experiences. We propose a typology of costs, categorized according to psychosocial and career mentoring functions. Our typology generates testable research propositions. Psychosocial costs of mentoring are burnout, anger, and grief or loss. Career costs of mentoring include diminished reputation, decrease in productivity, and risk of ethical transgressions. The typology focuses on faculty in higher education because of the prevalence and importance of mentoring in that work setting. However, the typology may be extended to career arenas such as law, medicine, and the military. The theory presents a framework for acknowledging negative experiences and the costs associated with mentorship. 相似文献
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995.
At the Cochrane Child Health Field, we embarked on a complex project to develop short one-page clinical summaries of health evidence to answer questions posed by paediatricians. Subsequently, our priority was to test these ‘Clinical Answers’ (CAs) to ensure that our product was meeting their needs. This paper provides a reflection of the process of developing a research design to evaluate the CAs format, particularly focusing on the process of partnership. Schön's concept of reflection-on-action is used as a framework. 相似文献
996.
Lee Diane Sookyoung Ramirez Garcia Jose Manuel Overton Larissa Gordon Biddle Kimberly A. Lacey Rodney O. Gorter Josiah Heller de Leon Brian 《The Urban Review》2022,54(4):624-648
The Urban Review - The purpose of this study was to identify the internal and external factors that support the academic and career resourcefulness of adolescents from underserved backgrounds. This... 相似文献
997.
Adrian Lees Tudor Hale J. G. P. Williams ED Winter Ian M. Cockerill 《Journal of sports sciences》2013,31(1):69-70
Kinanthropometry III. Proceedings of the VIII Commonwealth and International Conference on Sport, Physical Education, Dance, Recreation and Health. T. Reilly, J. Watkins and J. Borms (eds), E. &; F.N. Spon, London, 1986, xii + 312 pp, £25 (hb), ISBN 0 419 13970 2 Sensible fitness. J.H. Wilmore, Human Kinetics, Champaign, Illinois, USA, 1986, xii + 300 pp, $11.95, ISBN 0 88011 270 0 Running without fear. K.H. Cooper, Bantam Books, London, 1985, 256 pp, £3.95, ISBN 0 553 17356 1 Athletic training and sports medicine. American Academy of Orthopaedic Surgeons, Churchill Livingstone, Chicago, USA, 1986. viii + 602 pp, £40, ISBN 0 89203 002 X Athletics and the heart. R. Rost, Year Book Medical Publishers Inc., Chicago, 1987, vii+159 pp, £21.50 (pb), ISBN 0 8151 7397 0 Psychology and sociology of sport: current selected research, Volume 1. L.V. Velden and J.M. Humprey (eds), AMS Press, New York, 1986, ix + 237 pp, £49.50 (hb), ISBN 0 404 63401 X 相似文献
998.
The aim of this study was to examine the effect of fatigue from maximal tennis hitting on skilled tennis performance. Eighteen senior county tennis players (9 males, 9 females) volunteered to participate in the study. Their mean ( - s x -macron ) age and body mass were as follows: males 20.7 - 0.9 years and 60.6 - 2.7 kg respectively, females 21.7 - 0.6 years and 71.5 - 1.8 kg respectively. The players undertook two performance tests, both against a tennis ball serving machine, on an indoor tennis surface: (1) a pre- and post-skill test of groundstrokes and service; (2) the Loughborough Intermittent Tennis Test (4 min work plus 40 s recovery) to volitional fatigue. Body mass decreased by 1.5% ( P ? 0.0001). Mean heart rates differed between rest, post-warm-up and all intermittent test values ( P ? 0.01), between the pre- and post-skill tests ( P ? 0.0001) and between bouts and recoveries ( P ? 0.01). Peak blood glucose and lactate concentrations were 5.9 mmol· l -1 (50% into the intermittent tennis test) and 9.6 - 0.9 mmol· l -1 (25% into the test) respectively. Mean time to volitional fatigue was 35.4 - 4.6 min. Groundstroke hitting accuracy decreased by 69% from start to volitional fatigue in the intermittent test ( P ? 0.01). Service accuracy to the right court declined by 30% after the intermittent tennis test. The results of this study suggest that fatigue was accompanied by a decline in some but not all tennis skills. 相似文献
999.
1000.
Abstract We examined the practice activities and instructional behaviours employed by 25 youth soccer coaches during 70 different practice sessions. We evaluated the extent to which these activities and behaviours differ from those shown in contemporary research to best facilitate skill acquisition. Nine coaches worked with the under-9 years age group and eight coaches each with the under-13 and under-16 years age groups; nine of those coaches were employed at the elite level, nine at the sub-elite level, and seven at the non-elite level. Coaches had players spend more time in activities that were deemed less relevant to soccer match performance, termed “training form” (e.g. physical training, technique and skills practices), than activities deemed more relevant, termed “playing form” (e.g. small-sided/conditioned games and phase of play activities). Coaches provided high levels of instruction, feedback, and management, irrespective of the activity in which players engaged. Few differences in practice activities and instructional behaviours were reported across skill and age groups, implying the absence of any notable age- or skill-related progression. Findings are discussed with reference to recent research in the areas of skill acquisition, motor learning, and expert performance. 相似文献