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51.
Laurent Chapelle Nikki Rommers Peter Clarys Eva D’Hondt Jan Taeymans 《Journal of sports sciences》2019,37(9):988-997
The aim of this study was to examine the magnitude of upper extremity bone mineral content (BMC) asymmetries in tennis players. Furthermore, the influence of sex (male versus female versus mixed), chronological age (juniors: < 18 years; adults: 18–39 years and seniors: ≥ 40 years) and starting age (early starters: < 14 years and late starters: > 18 years) on these asymmetries were examined. Two databases were searched for scientific articles that examined upper extremity BMC in tennis players. Pooling of the individual study effect sizes was conducted using the random-effects model. Three subgroup analyses were performed based on sex, chronological age and starting age. Out of the 15 included studies 24 effect sizes were extracted resulting in a significant difference in BMC value between the dominant and nondominant upper extremity of the tennis players (Standardised Mean Difference: 0.85 [95% CI: 0.67–1.03]). The three subgroup analyses all showed medium to strong effect sizes and significant intergroup differences. To conclude, BMC was significantly higher in the dominant upper extremity compared to the nondominant upper extremity in tennis players. Nevertheless, the influence of training volume and playing experience on these asymmetries are yet to be examined. 相似文献
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Being entered for exams and reaching key educational thresholds, for example 5 A* to C grades (including English and Mathematics) at GCSE, are important markers of participation and success in secondary education. However, little is known about the prevalence and make-up of children in care reaching these thresholds. Using secondary data analysis, we compared the proportions of children in care, children ‘in need’ and children in the general population who achieved four key thresholds, including exam entry and 5 A* to C grades, including English and Mathematics. We then focused on children in care and examined factors that predicted exam entry and achieving 5 A* to C grades, including English and Mathematics. Children receiving social care interventions were less likely than children in the general population to be entered for exams or to reach important educational thresholds. For children in care, several socio-demographic, care and educational factors predicted their likelihood of success. No children with an autistic spectrum disorder or who had ever been permanently excluded were recorded to have achieved 5 A* to C grades, including English and Mathematics. Children with poor attainment at Key Stage 2 were also at significant risk of not achieving this threshold. Practitioners and policymakers should consider the modifiable risk factors for poor educational performance and be aware of groups of children in care who are at significant risk of not achieving a minimum standard which could open doors for their future. 相似文献
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Bryce Thomas Battisti Nikki Hanegan Richard Sudweeks Rex Cates 《International Journal of Science and Mathematics Education》2010,8(5):845-868
Concept inventories are often used to assess current student understanding although conceptual change models are problematic.
Due to controversies with conceptual change models and the realities of student assessment, it is important that concept inventories
are evaluated using a variety of theoretical models to improve quality. This study used a modified item response theory model
to determine university nonmajor biology students’ levels of understanding of natural selection (n = 1,192). Using Conceptual Inventory of Natural Selection, we have reported how we applied Bock’s modified nominal item response
theory model and the distracter test item analysis. We found that the use of this model can define student levels of understanding
and identify problematic distracters. 相似文献
54.
We examine a century of rhetoric on the home/school relation and investigate how current ideas about this relationship and associated parent involvement might inhibit the realization of justice, equity, and excellence in education. The phrase home/school relation refers to the actual and theoretical pattern of prescribed interactions and communication between families and schools, with an emphasis on optimizing children's development and achievement. Parent involvement, in the home and in the school, is defined as a set of behaviors that results from parents' and schools' understanding of the home/school relation. Excerpts from texts written by post-structuralist philosopher Michel Foucault guide the historical analysis of published rhetoric on the home/school relation. Ultimately, this review serves to refocus attention on the home/school relation and associated parent involvement to expand insight and opportunity for equity in schools. 相似文献
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Some librarians embrace discovery tools while others refuse to use them. This lack of consensus can have consequences for student learning when there is inconsistent use, especially in large-scale instruction programs. The authors surveyed academic librarians whose institutions have a discovery tool and who teach information literacy classes in order to identify barriers to using them and to develop strategies to effectively integrate them into instruction. The authors used the survey results and recent studies on the research habits of undergraduates to propose strategies for integrating the discovery tool at the programmatic level in a more meaningful and sustainable way. 相似文献
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Complex complements are clausal objects containing tensed verbs (e.g., that she cried) or infinitives (e.g., to cry), following main verbs of communication or mental activities (e.g., say, want). This research examined whether English- and Cantonese-speaking 4-year-olds' complement understanding uniquely predicts their representation of other minds (i.e., theory of mind). Results showed that neither meaning of main verbs (communication vs. desire) nor complement structure (tensed vs. infinitival) affected the correlation between complement understanding and theory of mind. More important, the correlation became insignificant after controlling for general language comprehension. These findings led to the conclusion that the syntax of complement per se does not contribute uniquely to theory-of-mind development; general language comprehension is a more important factor to consider. 相似文献
59.
Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention 
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下载免费PDF全文 Laura R. Shannonhouse Nikki Elston Yung‐Wei Dennis Lin Mary Chase Mize Amanda Rumsey Robert Rice Reema Wanna Michael J. Porter 《Counselor Education & Supervision》2018,57(3):194-210
The authors used a quasi‐experimental design to explore the effect of Applied Suicide Intervention Skills Training on 126 counselor trainees. Results showed that after 3 months, trainees had retained improvements in measured response skills and self‐reported attitudes. The authors discuss the developmental benefits of incorporating similar training into counselor education. Implications for skill measurement are also considered. 相似文献
60.
Skills for Life: insights from the new ‘professionals’ 总被引：1，自引：1，他引：0
Sundeep Dhillon Raquel Hamilton‐Victor Diane Jeens Sarah Merrick June O’Brien Nikki Siddons 《Journal of educational administration and history》2011,43(1):61-83
This article originates in a networking project that facilitated the coming together of a group of Skills for Life (SfL) teachers from different Further Education (FE) contexts across the West Midlands region of England. The original impetus was to explore and develop a model of Continuing Professional Development (CPD) that was shaped by the needs of SfL teachers. The project created a forum in which the participants were empowered to share their experiences outside their college settings. Through this discursive process a textured picture emerged of similar experiences and common concerns. The congruence of these experiences suggested that, in certain respects, there was a degree of commonality across the various FE institutions the participants were working in, at least in the way that SfL provision was taking place. Furthermore, the data yielded specific insights into the meaning of professionalism for SfL practitioners. Foremost amongst these findings was the sense that the participants felt marginalised and perceived their professional identity as situated on the bottom rung in a hierarchy of subject specialisms. Another important outcome that related to CPD was that through participation in the network project, these teachers reported feeling that despite the managerialised nature of their workplaces, their agency was re‐energised and their sense of themselves as teachers affirmed. 相似文献