Physical profiles of elite,sub-elite,regional and age-group netballers     

Marni J. Simpson  David G. Jenkins  Michael D. Leveritt  Vincent G. Kelly 《Journal of sports sciences》2019,37(11):1212-1219

Physical profile data from elite, sub-elite, regional, under 21s (U21), under 19s (U19) and under 17s (U17) (n = 845) players from a state netball association in Australia were analysed. Within season changes were examined for the elite and sub-elite players. Longitudinal changes were examined for the elite across four consecutive netball seasons.

Elite were significantly older (24.3 ± 3.4years), taller (182.4 ± 7.2cm) and heavier (73.42 ± 6.95kg) than other playing levels (p < 0.001, ES 0.49–3.26) and had higher vertical jump (VJ) data compared to all groups (p < 0.001, ES 0.47–0.93). U17’s were significantly faster than elite, sub-elite and U19 players over 5m (p < 0.05, ES 0.36–0.58) while elite were faster over 20m compared to all groups (p < 0.01, ES 0.45–0.72). Elite achieved a greater distance (1350.8m; p < 0.05, ES 0.32–0.50) in the Yo-YoIRT1 compared to the sub-elite, regional, U19 and U17. VJ height significantly increased from the 2014 (51.6 ± 4.8cm) to the 2017 season (59.6 ± 6.3cm) for the elite players (p < 0.01, ES 1.18). Yo-YoIRT1 test scores increased significantly between the pre-season and in-season phases (p < 0.05, ES 0.17).  相似文献   

School Reputation as a Site of Struggle: An Investigation of the Impact of School Choice in Washington,DC on a Neighborhood Public School     

Jenkins  DeMarcus A. 《The Urban Review》2020,52(5):904-923

The Urban Review - In this article, I draw on interviews with teachers and administrators at a secondary neighborhood public school in Washington, DC about their perceptions of how the school is...  相似文献   

The interactive effect of language and question format on accounting students' performance     

Elizabeth K. Jenkins  Joyce H. Holley 《Research in higher education》1990,31(1):61-73

This article reports the results of research to determine if a significant interactive effect exists between students' lingual background (English as a primary language [EPL] versus English as a secondary language [ESL]) and question format on students' examination scores. Students were administered examinations made up of four subtests covering the same subject matter. The subtests were composed of four question formats: multiple choice quantitative, multiple choice theoretical, open-ended quantitative, and open-ended essay questions. Based on analysis of variance and analysis of covariance, significant differences were observed between EPL and ESL students depending on the type of question on the examination.  相似文献   

The role of school psychologists in the assessment,prevention, and intervention of cyberbullying     

Terry Diamanduros  Elizabeth Downs  Stephen J. Jenkins 《Psychology in the schools》2008,45(8):693-704

Many school‐aged children have experienced the cruelty of bullying. The impact and effects of bullying have been described extensively in scholarly literature. Unfortunately, the impact of bullying has also made contemporary headlines with the recent rash of school shootings and other forms of school‐based violence. The current body of students brings an additional threat to bullying. Due to their sophisticated use of technology, today's students are using contemporary delivery systems to taunt, tease, and threaten their classmates. Cyberbullying is the newest form of bullying, and it brings additional challenges for school personnel. Because of the unique aspects of cyberbullying, school psychologists need strategies to guide school communities faced with this threatening behavior. © 2008 Wiley Periodicals, Inc.  相似文献   

Collaborative bibliography     

David G. Hendry  J.R. Jenkins  Joseph F. McCarthy 《Information processing & management》2006

A bibliography is traditionally characterized by the judgments, bounded by explicit selection criteria, made by a single compiler. Because these criteria concern the attributes ascribed to a work and the needs of readers, bibliographic work is largely conceptual even across technological eras and domains. Yet, the development of networked information services, made possible by WWW infrastructure, has enabled very large numbers of people to discover, organize, and publish information, including bibliographies. Indeed, bibliographies, or at least bibliography-like artifacts, are a common genre of website, often published by people without specialized skills in information organization who follow non-rigorous selection procedures. Nevertheless, even if the items from these lists are poorly selected and described, this publishing activity is fundamentally important because it structures information locally, creating a patchy network of secondary access points. In turn, these access points enable information discovery, the formation and development of communities of interest, the estimation of document relevance by search engines, and so on. In sum, this activity, and the enabling technical infrastructure, invites bibliographies to take on new interactive possibilities. The aim of this article is to extend the traditional view of bibliography to encompass collaborative possibilities for wide, or narrow, participation in the shaping of bibliographies and the selection of items. This is done by examining the nature of bibliography on the Web, by proposing a conceptual model that opens bibliography to participatory practices, and by discussing a case study where a team sought to develop a bibliography of electronic resources. This examination reveals splendid opportunities for expanding the notion of bibliography with participatory policies while remaining true to its ancient roots.  相似文献   

Judicious imitation: children differentially imitate deterministically and probabilistically effective actions     

Schulz LE  Hooppell C  Jenkins AC 《Child development》2008,79(2):395-410

Three studies look at whether the assumption of causal determinism (the assumption that all else being equal, causes generate effects deterministically) affects children's imitation of modeled actions. These studies show even when the frequency of an effect is matched, both preschoolers (N = 60; M = 56 months) and toddlers (N = 48; M = 18 months) imitate actions more faithfully when modeled actions are deterministically rather than probabilistically effective. A third study suggests that preschoolers' (N = 32; M = 58 months) imitation is affected not just by whether the agent's goal is satisfied but also by whether the action is a reliable means to the goal. Children's tendency to generate variable responses to probabilistically effective modeled actions could support causal learning.  相似文献   

Re‐thinking case study: notes from the second Cambridge Conference     

Clem Adelman  David Jenkins  Stephen Kemmis 《Cambridge Journal of Education》1976,6(3):139-150

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Special education and the regular education initiative: basic assumptions   总被引：2，自引：0，他引：2  

J R Jenkins  C G Pious  M Jewell 《Exceptional children》1990,56(6):479-491

The regular education initiative (REI) is a thoughtful response to identified problems in our system for educating low-performing children, but it is a not a detailed blueprint for changing the system. Educators must achieve consensus on what the REI actually proposes. The authors infer from the REI literature five assumptions regarding the roles and responsibilities of elementary regular classroom teachers, concluding that these teachers and specialists form a partnership, but the classroom teachers are ultimately in charge of the instruction of all children in their classrooms, including those who are not succeeding in the mainstream. A discussion of the target population and of several partnership models further delineates REI issues and concerns.  相似文献   

REVIEW SYMPOSIUM     

Dr Priscilla Chadwick  Marie Parker‐Jenkins  Ivan Reid 《British Journal of Sociology of Education》2007,28(4):519-528

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Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students     

Judith Bennett  Lynda Dunlop  Kerry J. Knox  Michael J. Reiss  Rebecca Torrance Jenkins 《International Journal of Science Education》2018,40(14):1755-1773

Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level.  相似文献