Writing Characteristics of Students with Attention Deficit Hyperactive Disorder: A Meta‐Analysis     

Steve Graham  Evan J. Fishman  Robert Reid  Michael Hebert 《Learning disabilities research & practice》2016,31(2):75-89

Students with Attention Deficit Hyperactivity Disorders (ADHD) frequently experience significant difficulty mastering basic academic skills. This meta‐analysis focuses on one specific potential area of learning difficulties for these students: namely, writing. To identify the extent and depth of the potential writing challenges faced by students with ADHD, we conducted a meta‐analysis comparing the writing performance of grade 1 to 12 students with ADHD to their normally achieving peers. We located 44 papers, yielding 45 studies with 87 effect sizes. The average weighted effect sizes showed that students with ADHD obtained lower scores than their normally achieving peers for writing quality (–0.78), output (–0.64), number of genre elements (–0.69), vocabulary (–0.76), spelling (–0.80), and handwriting (–0.62). Contrary to expectations, moderator analyses found that neither study quality nor the source from which ADHD students were drawn (i.e., school/community vs. clinic/hospital) accounted for variability above sampling error alone.  相似文献   

Computerized Agility Training Improves Change-of-Direction and Balance Performance Independently of Footwear in Young Adults     

Max R. Paquette  Brian K. Schilling  Joshua D. Bravo  Shelby A. Peel  Yuhua Li  Robert J. Townsend 《Research quarterly for exercise and sport》2017,88(1):44-51

Understanding the effects of training in different footwear on sporting performance would be useful to coaches and athletes. Purpose: This study compared the effects of computerized agility training using 3 types of footwear on change-of-direction and balance performance in young adults. Method: Thirty recreationally active young adults (M_age = 22.8 ± 3.1 years; M_height = 1.71 ± 0.7 m; M_bodymass = 73.4 ± 10.3 kg) were randomly assigned to a 6-week computerized agility training intervention in 1 of 3 footwear groups (n = 10/group): barefoot, minimal footwear, or traditional shoes. Participants had no previous barefoot or minimal-footwear training experience. Dependent variables included change-of-direction test time to completion, Star Excursion Balance Test, and single-leg stability evaluation. Testing was performed at the start of the training program, after 2 weeks, after 4 weeks, and at the end of the training program. Results: No group or time interactions were found for any of the dependent variables. Time main effects were observed for the performance measures of change of direction, Star Excursion, and single-leg-with-eyes-open stability evaluation. Participants improved in all 3 tests as early as 2 weeks into the intervention, with improvements continuing through the entire 6-week intervention. Conclusions: The lack of interaction and footwear effects suggests that agility and balance improvements during foot agility training are independent of footwear in a recreationally active young-adult population. Computerized agility training improves change-of-direction and balance performance within 2 weeks of training implementation. Future studies should consider footwear training effects in different populations, including frail older adults and athletes.  相似文献   

People's palaces: architecture,culture and democracy in post-war Western Europe     

Robert Hewison 《Cultural Trends》2016,25(1):50-52

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American post‐conflict educational reform: from the Spanish–American war to Iraq     

Robert Cowen 《比较教育学》2011,47(2):287-289

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‘The old days of amateurism are over’: the Samaranch revolution and the return of Olympic tennis     

Matthew P. Llewellyn  Robert J. Lake 《Sport in History》2017,37(4):423-447

Tennis featured in every Olympics from 1896 to 1924, after which disagreements between the International Olympic Committee (IOC) and the International Lawn Tennis Federation (ILTF) on matters pertaining to organisational control and the amateur eligibility of players led to tennis being removed from the Olympic Games as a full-medal event until the 1988 Seoul Olympics. This paper traces the steps of the sport’s reinstatement, from when efforts commenced in the 1950s, setting this development in the contexts of: broader political movements, shifting IOC leadership, burgeoning commercialisation of Olympic sport, the concomitant push for professionalisation and the declining influence of amateur ideals within both the Olympic movement and international tennis. Under the leadership of the amateur stalwart Avery Brundage, the IOC stymied attempts to facilitate tennis’s re-entry, challenging both the ILTF on failing to deal with widespread ‘sham-amateur’ practices and the avaricious promoters luring amateur players toward the professional ranks. Brundage and the IOC also strongly condemned the move to ‘open’ tennis and an acceptance of full-blown professionalism. Only a change in leadership, firstly with Lord Killanin and then the progressive reformer Juan Antonio Samaranch, did the IOC recognise the value of tennis within the Olympic movement, which by then had itself become increasingly money-oriented.  相似文献   

DIRECT NON‐VIOLENT ACTION AND THE LAW     

Rev. Robert F. Drinan S.J. 《Equity & Excellence in Education》2013,46(4):8-13

This article was delivered as the plenary address at the Massachusetts Association for Bilingual Education Annual Conference, November, 1986. The style of the speech has been preserved.  相似文献   

Critically Thinking about Critical Thinking     

Robert Weissberg 《Academic Questions》2013,26(3):317-328

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Interaction effects of teacher enthusiasm and student notetaking on recall and recognition of lecture content     

Robert A. Stewart 《Communication Research Reports》2013,30(2):84-89

The purpose of this study was to determine whether teacher enthusiasm and student notetaking activity would interact to produce significant differences in students’ learning from lecture. Three modes of student learning activity (listen only, notes, notes plus review) were crossed with two levels of lecturer enthusiasm (less enthusiastic, more enthusiastic) in a 3X2 MANOVA design. Dependent variables were simple recall, complex recall, and recognition of lecture content. Results showed a significant interaction for simple recall. Also, a significant main effect was obtained for learning activity. Findings are discussed with respect to how learning activity and teacher behavior can function jointly in student processing of information. Suggestions for future research are given in light of limitations to the present study.  相似文献   

Descriptive Courses Can Be Creative     

Robert B. Wentworth 《College Teaching》2013,61(4):93-94

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CURRICULAR INTEGRATION IN ROMAN CATHOLIC EDUCATION     

Robert B. Nordberg 《Religious education (Chicago, Ill.)》2013,108(1):127-142

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