Communities of practice in inclusive education     

Kathleen Mortier  Pam Hunt  Mieke Leroy  Inge Van de Putte  Geert Van Hove 《Educational studies》2010,36(3):345-355

The data in this paper represent the experiences and perspectives of parents and teachers who worked as communities of practice, designing support plans for the inclusion of three students with intellectual disabilities in general education classrooms. Their reflections, obtained through interviews and questionnaires, show how they constructed relevant knowledge to support these children with special educational needs in their class. The findings show the potential benefits of partnerships and local knowledge in addressing the educational challenge of inclusion.  相似文献   

THE A.F.T. AND SCHOOL INTEGRATION     

Ben Stahl 《Equity & Excellence in Education》2013,46(4-5):30-34

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Introduction to Special Issue of the “International Information and Library Review”     

Sue O’neill Johnson  Nathalie Leroy 《International Information and Library Review》2013,45(2-3):129-132

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Infants Segment Continuous Events Using Transitional Probabilities     

Aimee E. Stahl  Alexa R. Romberg  Sarah Roseberry  Roberta Michnick Golinkoff  Kathryn Hirsh‐Pasek 《Child development》2014,85(5):1821-1826

Throughout their 1st year, infants adeptly detect statistical structure in their environment. However, little is known about whether statistical learning is a primary mechanism for event segmentation. This study directly tests whether statistical learning alone is sufficient to segment continuous events. Twenty‐eight 7‐ to 9‐month‐old infants viewed a sequence of continuous actions performed by a novel agent in which there were no transitional movements that could have constrained the possible upcoming actions. At test, infants distinguished statistically intact units from less predictable ones. The ability to segment events using statistical structure may help infants discover other cues to event boundaries, such as intentions, and carve up the world of continuous motion in meaningful ways.  相似文献   

Social Knowledge Facilitates Chunking in Infancy     

Aimee E. Stahl  Lisa Feigenson 《Child development》2014,85(4):1477-1490

Two experiments investigated whether infants can use their rich social knowledge to bind representations of individual objects into larger social units, thereby overcoming the three‐item limit of working memory. In Experiment 1, 16‐month‐olds (n = 32) remembered up to four hidden dolls when the dolls had faced and interacted with each other in pairs, but not when they faced and interacted with the infant, suggesting that infants chunked the dolls into social pairs. In Experiment 2 (n = 16), infants failed to remember four dolls when they faced each other without interacting, indicating that interaction between the dolls was necessary to drive chunking. This work bridges a gap between social cognition and memory by demonstrating that infants can use social cues to expand memory.  相似文献   

The effect of combined self- and expert-modelling on the performance of the double leg circle on the pommel horse     

L. Baudry  D. Leroy  D. Chollet 《Journal of sports sciences》2013,31(10):1055-1063

Abstract

In this study, we investigated whether video modelling can enhance gymnasts' performance of the circle on a pommel horse. The procedure associated expert-modelling with self-modelling and quantitative performance analysis. Sixteen gymnasts were randomly assigned to one of two groups: (1) a modelling group, which received expert- and self-modelling, and performance feedback, or (2) a control group, which received no feedback. After five sessions of training, an analysis of variance with repeated measures indicated that the gains in the back, entry, front, and exit phases of the circle were greater for the modelling group than for the control group. During the training sessions, the gymnasts in the modelling group improved their body segmental alignment during the back phase more quickly than during the other phases. As predicted, although both groups performed the same number of circles (300 in 5 days, with 10 sequences of 6 circles), the modelling group improved their body segmental alignment more than the control group. It thus appears that immediate video modelling can help to correct complex sports movements such as the circle performed on the pommel horse. However, its effectiveness seemed to be dependent on the complexity of the phase.  相似文献   

Relationship between split-step timing and leg stiffness in world-class tennis players when returning fast serves     

Sami Mecheri  Guillaume Laffaye  Céline Triolet  David Leroy  Matt Dicks  Mohamed A. Choukou 《Journal of sports sciences》2013,31(17):1962-1971

ABSTRACT

This study investigated split-step timing when returning serves and whether this timing is related to neuromechanical capabilities in world-class tennis players. In Experiment 1, the split-step timing of four groups of world-class players (male and female ATP/WTA seniors, and ITF juniors) was measured on court when returning serves of the same level players. The four groups initiated the split-step at a similar time, starting around the time ball-racket contact in the serve stroke and landed when early ball-flight information was available. In Experiment 2, the neuromechanical capabilities (leg stiffness and vertical jump performance) of a group of world-class players and three groups of less-skilled tennis players were examined. The results showed an increase in leg stiffness with an increase in the level of expertise. A cross-experiment analysis in world-class male players (ATP/ITF, n = 10) revealed that the timing of initial foot movement was significantly correlated with the leg stiffness (r² = 0.54), with later lateral step after the serve in the players who had higher stiffness. The findings support the hypothesis that world-class tennis players adapt perceptual-motor control on the basis of their neuromechanical capabilities and maximise the time before initiating their interceptive action to rely on more reliable information.  相似文献   

The Cultural Antecedents of Sociolinguistic Differences     

Abraham Stahl 《比较教育学》1975,11(2):147-152

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‘Closing the Educational Gap’: inferences from the educational experience of European Jews     

Abraham Stahl 《比较教育学》1987,23(2):145-159

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Responsible computers? A case for ascribing quasi-responsibility to computers independent of personhood or agency     

Bernd Carsten Stahl 《Ethics and Information Technology》2006,8(4):205-213

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