Different models of social and emotional needs consultation and support in German schools     

Helmut Reiser  Marc Willmann  Michael Urban  Nicole Sanders 《欧洲特需教育杂志》2013,28(1):37-51

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Two-year follow-up of a code-oriented intervention for lower-skilled first-graders: the influence of language status and word reading skills on third-grade literacy outcomes     

Patricia F. Vadasy  Elizabeth A. Sanders 《Reading and writing》2013,26(6):821-843

For 2 years we followed lower-performing English learner (EL) and native English speaking (non-EL) students who participated in an efficacy trial of a supplemental first-grade code-oriented intervention implemented by paraeducators. At the end of grade three, across all students (n = 180 of the original 187 students), treatment effects were maintained on word reading (approximate d = .45), spelling (.36) and reading comprehension (.24). However, treatment effects tended to be smaller for EL students, and were significantly smaller for spelling in particular. While pretest grade one word reading did not moderate treatment response for either ELs or non-ELs, it was found to strongly predict all three end-of- grade-three outcomes, although to a lesser extent for ELs on reading comprehension. Findings add support to previous research on the benefits of early code-oriented tutoring.  相似文献   

Changes in force production and stroke parameters of trained able-bodied and unilateral arm-amputee female swimmers during a 30 s tethered front-crawl swim     

Casey Jane Lee  Ross H. Sanders 《Journal of sports sciences》2013,31(18):1704-1711

Abstract

This study examined changes in the propulsive force and stroke parameters of arm-amputee and able-bodied swimmers during tethered swimming. Eighteen well-trained female swimmers (nine unilateral arm amputees and nine able-bodied) were videotaped performing maximal-effort 30 s front-crawl swims, while attached to a load cell mounted on a pool wall. Tether force, stroke rate, stroke phase durations and inter-arm angle were quantified. The able-bodied group produced significantly higher mean and maximum tether forces than the amputee group. The mean of the intra-cyclic force peaks was very similar for both groups. Mean and maximum tether force had significant negative associations with 100 m swim time, for both groups. Both groups exhibited a similar fatigue index (relative decrease in tether force) during the test, but the amputees had a significantly greater stroke rate decline. A significant positive association between stroke rate decline and fatigue index was obtained for the able-bodied group only. Inter-arm angle and relative phase durations did not change significantly during the test for either group, except the recovery phase duration of the arm amputees, which decreased significantly. This study’s results can contribute to the development of a more evidence-based classification system for swimmers with a disability.  相似文献   

Factors associated with minimal changes in countermovement jump performance throughout a competitive division I collegiate basketball season     

Gabriel J. Sanders  Brian Boos  Jessica Rhodes  Roger O. Kollock  Corey A. Peacock  Cory M. Scheadler 《Journal of sports sciences》2013,31(19):2236-2242

ABSTRACT

The purpose of the study was to assess factors that contribute to countermovement jump (CMJ) performance in women’s basketball athletes. Thirteen female athletes participated and were tested for maximal oxygen uptake (VO_2max) and heart rate (HR_max). Athletes were monitored, daily for a total of 21 weeks with heart rate-based wearable devices and CMJ performance and body weight were tested weekly after one day of recovery. 3-jump average height (CMJ_avg), maximum height jump (CMJ_max), and CMJ power (Watts) were calculated and recorded. Playing intensities >85% HR_max, HR_avg, HR_max and training load were averaged for three consecutive days prior to the recovery day. After the season, data was grouped as changes in CMJ power from week one: Large (≤ ?4.39% change), Moderate (?4.4% to ?0.62% change), and Minimal (≥ ?0.61% change) changes. Fixed-effects models revealed a main effect of group (p ≤ 0.05) for CMJ_avg, CMJ_max, VO_2max, weekly percent changes in body weight and for 3-day training load, HR_avg, and playing time at >85% HR_max. When athletes experienced minimal changes in CMJ performance, relative to large changes, they produced greater power, jumped higher, avoided negative changes in weekly body weight, had a greater preseason VO_2max and 3-day average workloads appeared to have an impact on CMJ performance  相似文献   

“Death on Display:” Reflections on Taxidermy and Children's Understanding of Life and Death     

Dawn Sanders  Jill Hohenstein 《Curator: The Museum Journal》2015,58(3):251-262

Taxidermic collections have become perceived as extraneous in modern museums, and as such have become vulnerable to disassembly during periods of economic austerity and/or shifts in curatorial perceptions. In this paper we argue that rich educational opportunities could be lost through such actions. We highlight the ways that taxidermy provides a useful context for learning about, and understanding, the relationships between life and death in the animal kingdom. We draw attention to research on the ways taxidermic display is currently used, the ways children learn through family conversation, and the types of understandings children are known to have about life and death. We believe these collections represent potential research spaces for understanding the impact of parental communication on children's understandings of life and death. Our preliminary research plans, and conversations with curatorial partners, suggest that recording and analyzing family conversations at these sites has much to offer. Furthermore, we propose such studies might facilitate new interdisciplinary relationships between museum curators and researchers, thus contributing to wider debate on the place of natural history collections in society.  相似文献   

A New Approach to Developing Interactive Software Modules Through Graduate Education     

Nathan E. Sanders  Chris Faesi  Alyssa A. Goodman 《Journal of Science Education and Technology》2014,23(3):431-440

Educational technology has attained significant importance as a mechanism for supporting experiential learning of science concepts. However, the growth of this mechanism is limited by the significant time and technical expertise needed to develop such products, particularly in specialized fields of science. We sought to test whether interactive, educational, online software modules can be developed effectively by students as a curriculum component of an advanced science course. We discuss a set of 15 such modules developed by Harvard University graduate students to demonstrate various concepts related to astronomy and physics. Their successful development of these modules demonstrates that online software tools for education and outreach on specialized topics can be produced while simultaneously fulfilling project-based learning objectives. We describe a set of technologies suitable for module development and present in detail four examples of modules developed by the students. We offer recommendations for incorporating educational software development within a graduate curriculum and conclude by discussing the relevance of this novel approach to new online learning environments like edX.  相似文献   

Training Missionaries     

Frank K. Sanders∗ Ph. D. 《Religious education (Chicago, Ill.)》2013,108(6):369-373

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Kinematic Patterns Associated with the Vertical Force Produced during the Eggbeater Kick     

Nuno Oliveira  Chuang-Yuan Chiu  Ross H. Sanders 《Journal of sports sciences》2015,33(16):1675-1681

The purpose of this study was to determine the kinematic patterns that maximized the vertical force produced during the water polo eggbeater kick. Twelve water polo players were tested executing the eggbeater kick with the trunk aligned vertically and with the upper limbs above water while trying to maintain as high a position as possible out of the water for nine eggbeater kick cycles. Lower limb joint angular kinematics, pitch angles and speed of the feet were calculated. The vertical force produced during the eggbeater kick cycle was calculated using inverse dynamics for the independent lower body segments and combined upper body segments, and a participant-specific second-degree regression equation for the weight and buoyancy contributions. Vertical force normalized to body weight was associated with hip flexion (average, r = 0.691; maximum, r = 0.791; range of motion, r = 0.710), hip abduction (maximum, r = 0.654), knee flexion (average, r = 0.716; minimum, r = 0.653) and knee flexion-extension angular velocity (r = 0.758). Effective orientation of the hips resulted in fast horizontal motion of the feet with positive pitch angles. Vertical motion of the feet was negatively associated with vertical force. A multiple regression model comprising the non-collinear variables of maximum hip abduction, hip flexion range of motion and knee flexion angular velocity accounted for 81% of the variance in normalized vertical force. For high performance in the water polo, eggbeater kick players should execute fast horizontal motion with the feet by having large abduction and flexion of the hips, and fast extension and flexion of the knees.  相似文献   

Writing Activities Can Improve Learning in Computer Science Courses     

Dean Sanders 《Computer Science Education》2013,23(2):171-181

Those of us who teach computer science courses, especially upper division courses, face a difficult pedagogical problem. What kind of activities can we provide that will help our students progress beyond the superficial level of learning yet another collection of disjointed facts and procedures? The literature on writing strongly suggests that writing assignments can help the students master difficult concepts and develop the higher level skills that should be part of their education. Short, narrowly focused writing assignments have been used effectively to supplement a wide range of computer science courses. Holistic grading and follow‐up discussions can reduce the grading burden without sacrificing the quality of the feedback.  相似文献   

The effects of parent self‐recording and home feedback in systematic parent training     

Matthew R. Sanders 《International Journal of Disability, Development & Education》1980,27(1):62-71

This study experimentally evaluated the effects of three parent‐ training phases on the parents’ use of consequences to appropriate and deviant behaviour, and the frequency of deviant child behaviour in the home, within a single subject partial reversal design. Instruction No Feedback comprised didactic lecture presentation, verbal and written instruction in a group training setting to teach the parent to use behavioural procedures at home. Self‐monitoring Plus Feedback comprised the parent self‐recording aversive comments to the child and differential therapist feedback on her performance of various behavioural skills. Feedback Alone involved the continuation of feedback sessions but the withdrawal of self‐monitoring. Observation results indicated that Self‐monitoring Plus Feedback produced higher levels of parent attention to appropriate behaviour, lower levels of attention to deviant behaviour and low levels of deviant child behaviour when compared to Baseline, Instruction No Feedback and Feedback Alone conditions. The implications of the results for parent training were discussed.  相似文献