Living in the Sweet Spot: Preparing for Performance in Sport and Life,A.L. Baltzell,first ed., Fitness Information Technology,A Division of the International Center for Performance Excellence,West Virginia University,Morgantown, WV (2011), 297 pp., ISBN: 978-1-935412-09-0     

Laura M. Hatfield 《Sport Management Review》2012,15(2):261-262

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Visual‐perceptual difficulties and the impact on children's learning: are teachers missing the page?     

Christopher Boyle  Divya Jindal‐Snape 《Support for Learning》2012,27(4):166-171

This article attempts to bring to the fore of educational practice the importance of considering the visual‐perceptual condition of Meares–Irlen syndrome (MIS) when identifying students who have prolonged reading difficulties. Dyslexia is a frequently used term which can be used to label children who have specific difficulties with reading and/or spelling but this article discusses the problems that this may cause students who have a reading difficulty caused by a visual processing difficulty, as the working definitions of dyslexia do not, generally, consider this aspect as a factor, especially when remediation interventions are put forward. This article discusses the possibility that teachers and school psychologists may not be fully aware of MIS and therefore not able to recognise it. Moreover, if this condition is not adequately picked up at the important transition times in school then this could harm the student's self‐esteem and affect his or her motivation to succeed in school. The authors argue that the irony of MIS being potentially undetected by teachers and other school professionals is that it is relatively straightforward to identify, and in many cases, to correct.  相似文献   

Letter to the editor     

Joyce VanTassel‐Baska Ed. D. 《Roeper Review》2013,35(1)

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Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer          下载免费PDF全文

Douglas Fuchs  Emma Hendricks  Meagan E. Walsh  Lynn S. Fuchs  Jennifer K. Gilbert  Wen Zhang Tracy  Samuel Patton III  Nicole Davis‐Perkins  Wooliya Kim  Amy M. Elleman  Peng Peng 《Learning disabilities research & practice》2018,33(1):11-23

We conducted a 14‐week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 116 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the two tutoring conditions and a control group. Results indicated that students in the two tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near‐transfer but not far‐transfer measures of RC. This differential pattern of program effects for near‐ versus far‐transfer measures raises questions about how tests of near‐transfer and far‐transfer are conventionally understood.  相似文献   

The gifted child with attention deficit disorder: An identification and intervention challenge     

Janice A. Leroux  Marla Levitt‐Perlman 《Roeper Review》2013,35(3):171-176

Studies of children with attention deficit hyperactivity disorder (ADHD) often emphasize the problems, diagnosis and treatment, but rarely consider the characteristics which are remarkably similar to those of creativity. This study reviews the literature on ADHD traits, their similarity to gifted and creative behaviors, and the implications for educational interventions. A case study of a boy identified with ADHD provides the focus for our discussions. The conclusions point to the need for more varied instructional interventions, emotional and social support, and collaboration between educators and parents.  相似文献   

Two Poems by Laura Stuckey     

Laura Stuckey 《Academic Questions》2013,26(4):476-478

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Ideology,political education and teacher education: matching paradigms and models   总被引：1，自引：0，他引：1  

Sharon Feiman‐Nemser  Margret Buchmann 《课程研究杂志》2013,45(3):239-256

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Language,discourse and teaching the language arts: The development of imaginative self‐understanding     

Geoff Madoc‐Jones 《Teaching Education》2013,24(1):73-79

Paul Ricoeur asks that we conceive of the imagination less in terms of visual images than in terms of language. He develops this idea as part of the hermeneutic work of interpreting literary texts and posits that the world disclosed by the literary work provides a space for the imaginative consideration of new possibilities for the self. I describe some principles for educating children in a literary tradition that may assist in the development of linguistic expression and self‐understanding. Furthermore, some suggestions are made concerning the education of language arts teachers in this regard.  相似文献   

Reflections of an unorthodox TS: the border war continues     

Xiao‐Ren  Translated by Josephine Ho 《Inter-Asia Cultural Studies》2013,14(2):198-201

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Book Discussion     

Charles E. Merriam's Book  Henry P. Chandler  S. J. Duncan‐Clark  Louis L. Mann 《Religious education (Chicago, Ill.)》2013,108(8)

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