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This study contributes to the understanding of early childhood educators’ and parents’ attitudes and practices in relation to outdoor risky play for children. This study included 26 early childhood educators and 112 parents in rural and metropolitan areas of Australia and the United States. Participants completed an online survey about their perspectives and practices related to the provision of opportunities for children to engage in outdoor risky play. Questions also investigated reasons that prevented participants from providing such opportunities for children. Findings indicated that most educators thought it was important for children to be provided opportunities for outdoor risky play and did provide appropriate activities. Types of outdoor risky play opportunities fell into the categories of supporting large motor skills, supporting free exploration of the environment, and supporting assessment of risk. However, educators located in Australia rated outdoor risky play opportunities as significantly more important compared to educators in the US. Many parents also felt outdoor risky play was important and provided appropriate activities. Opportunities provided by parents fell into the same categories as educators, with additional features of nervousness and a desire to avoid hovering. Many parents identified the young age of the child and safety concerns as barriers. Implications for research and practice are discussed. 相似文献
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While a majority of the literature in the field of performance measurement has focused on what organizations should measure, report, and use in order to improve overall organizational results, organizational leaders still experience difficulty in identifying performance measures to track the achievement of organizational strategy. This article describes the methods used to measure organizational strategy and program implementation and proposes the use of a performance‐based rubric to better enable organizational leaders to capture and identify the essence of organizational strategy as implemented and to attribute performance outcomes to specific strategic actions. Implications for organizational leaders and researchers from all sectors are presented. 相似文献
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Christopher G. Ballmann Shelby B. Maze Abby C. Wells Mallory M. Marshall Rebecca R. Rogers 《Journal of sports sciences》2019,37(9):998-1003
The purpose of this study was to examine the effects of short-term Rhodiola Rosea (Golden Root Extract (GRE)) supplementation on repeated Wingate performance. Eleven physically active college aged females were recruited for this study. In a within groups counterbalanced study design, participants were supplemented with either 1,500 mg/day of GRE or placebo (gluten-free cornstarch) for 3 days. Participants also took an additional 500 mg dose of corresponding treatment 30 minutes prior to testing of each trial. During each exercise trial, participants completed 3 × 15-second Wingate Anaerobic Tests (WAnTs) separated by 2-minute active recovery periods. Each exercise trial was separated by a 7 day washout period. Over the 3 × 15-second WAnTs, mean watts (p = 0.017, ES = 0.55), mean anaerobic capacity (p = 0.025, ES = 0.96), mean anaerobic power (p = 0.03, ES = 1.07), mean peak watts (p = 0.029,ES = 0.46), and mean total work (p = 0.017, ES = 0.49) were higher in the GRE treatment trial versus placebo. However, mean fatigue index (p = 0.094, ES = 0.39) was unaffected regardless of treatment. Our results show that GRE supplementation enhanced anaerobic exercise performance as measured through repeated WAnTs. GRE may possess ergogenic benefits and findings hold important implications for boosting anaerobic performance in repeated anaerobic bouts of exercise. 相似文献
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The Motivation for Educational Attainment (MEA) questionnaire, developed to assess facets related to early adolescents’ motivation to complete high school, has a bifactor structure with a large general factor and three smaller orthogonal specific factors (teacher expectations, peer aspirations, value of education). This prospective validity study investigated the utility of each factor in predicting high school dropout or completion of a general education development (GED) certificate versus completion of a high school degree. Participants were 474 (55.1% male) ethnically diverse students who were originally recruited into a larger longitudinal study in Grade 1 on the basis of academic risk. Fourteen years later, 373 had obtained a high school diploma, 15 had obtained a GED, and 86 had dropped out of high school. During their first year of Grade 9, participants were administered the MEA. Using multinomial logistic regression with high school graduation as the reference outcome and controlling for Grade 9 letter grades, reading and math test scores, gender, and ethnic/racial group status, scores on the latent general factor and the latent peer aspirations factor predicted high school dropout versus high school graduation status. Neither the general factor nor any of the three specific factors predicted GED completion versus high school graduation. Ethnicity, but not gender, moderated the associations between scores on the general factor and high school graduation versus dropout. 相似文献
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The purpose of this ITEMS module is to provide an introduction to subscores. First, examples of subscores from an operational test are provided. Then, a review of methods that can be used to examine if subscores have adequate psychometric quality is provided. It is demonstrated, using results from operational and simulated data, that subscores have to be based on a sufficient number of items and have to be sufficiently distinct from each other to have adequate psychometric quality. It is also demonstrated that several operationally reported subscores do not have adequate psychometric quality. Recommendations are made for those interested in reporting subscores for educational tests. 相似文献
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Molfese VJ Modglin AA Beswick JL Neamon JD Berg SA Berg CJ Molnar A 《Journal of learning disabilities》2006,39(4):296-305
Development of reading skills was examined in 4-year-old children from low-income homes attending a prekindergarten program. Fall to spring gains in letter identification were examined and compared with skills in phonological processing, rhyme detection, and environmental print, and with performance on a screening tool (Get Ready to Read). It was anticipated that participants might show slow skill development. However, the identification of a large group of children (n = 30) who made little or no gains in letter identification compared to their classmates (n = 27), whose gains averaged 7 letters, was not anticipated. Fall to spring gains in letter identification correlated with phonological processing, rhyme detection, environmental print, and Get Ready to Read! scores. Age and general cognitive skills influenced performance on some tasks. More knowledge of the characteristics of children who show the most variations in skill development may lead to insights on using classroom curriculum to focus on skill development. 相似文献