The influence of biological maturity on motor performance among habitually barefoot versus habitually shod adolescents     

Cornelius John  Karsten Hollander  Johanna Elsabe de Villiers  Daniel Hamacher  Ranel Venter  Astrid Zech 《European Journal of Sport Science》2019,19(5):621-627

Biological maturation is associated with physiological changes which in turn affect motor performance. No study has assessed the association between growing up habitually shod versus habitually barefoot and motor performance in the context of maturation, so this approach is unique. The purpose of this study was to examine the influence of biological maturity on motor performance dependent on the participants’ footwear habits. Sixty-five German habitually shod (mean age 13.28?±?0.83 years) and fifty-five South African habitually barefoot (mean age 13.38?±?0.87 years) participants were included. Dynamic postural control was determined via backward balancing, explosive strength by standing long jump and sprinting performance based on a 20-m sprinting test. All tests were performed barefoot and shod. Biological maturation was calculated by using the maturity offset value. Linear mixed models were used to analyse interactions between the maturity offset value, footwear habits and motor performance. Throughout maturation, there was a significant difference between habitually barefoot and habitually shod balance performance (P?=?0.001). Maturation led to balance improvements in habitually barefoot adolescents, but not in habitually shod adolescents. No such differences could be observed for standing long jump and 20-m sprint performance. Maturity offset was a significant predictor for jumping and sprinting performances (P?相似文献   

The Opening of University Education to Women in Ireland by Judith Harford     

Johanna M. Selles 《History of education quarterly》2009,49(3):393-395

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Speech Craft     

E. Johanna Hartelius 《Quarterly Journal of Speech》2018,104(3):352-355

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British degrees made in Hong Kong: an enquiry into the role of space and place in transnational education   总被引：1，自引：0，他引：1  

Maggi W. H. Leung  Johanna L. Waters 《Asia Pacific Education Review》2013,14(1):43-53

The fundamental logic of transnational education programmes is a one-to-one transfer of institutional capital across space and an unimportance of place. This article interrogates these presumptions and argues that space and place play an important role in transnational education. Drawing on research that examines the experiences of students and graduates of British degree programmes offered in Hong Kong, we conclude that institutional capital does not always travel wholly and smoothly due to a combination of policy-related, social, cultural and economic factors. Our findings also underline the importance of place in students’ experiences, which are not sufficiently recognised by the providers. This, in turn, affects the ability of students to cultivate institutional and other forms of social capital, with implications for subsequent employment opportunities and social mobility.  相似文献   

‘Role stretch’: assessing the blurring of teaching and non‐teaching in the classroom assistant role in Scotland          下载免费PDF全文

Chris Warhurst  Dennis Nickson  Johanna Commander  Kay Gilbert 《British Educational Research Journal》2014,40(1):170-186

With the increasing number of teaching and classroom assistants across the UK there is now much debate about what their role should be. In particular concerns have arisen about the extent to which they overstep the boundary from supporting teaching and learning into teaching pupils. This study assesses this issue within Scotland. It draws on a national survey of 2000 head teachers, teachers and classroom assistants and interviews with directors of education in nearly half of all Scottish local authorities. Findings from the research suggest a small number of classroom assistants in Scotland are overstepping the boundary into teaching. The paper concludes with an explanation as to why this is happening taking into account aspects such as local authority policy, school size and the individual characteristics of the classroom assistants.  相似文献   

Modi der Besonderung als Distinktionspraxen im Elementarbereich     

Marius Mader  Thilo Ernst  Johanna Mierendorff 《Zeitschrift für Erziehungswissenschaft》2014,17(3):149-164

As a new phenomenon in German ECEC, commercial high-cost childcare centers are subject of controversial debates. The expansion of this type of early care provision raises concerns about the possible reinforcement of social inequalities in early childhood. However, mechanisms of distinction within these institutions cannot be matched to such criteria as type of organization or features of the facilities. In this paper we argue that the interactions between professionals and parents have to be focused as crucial sites of the production of distinction. Using data from an ongoing qualitative research project we elaborate on three modes of interactive production of particularization. Based on these findings, we show that a reconstruction of the unique organizational cultures is indispensable to address questions of new vertical differentiations within the field of ECEC institutions.  相似文献   

Enhancing attachment organization among maltreated children: results of a randomized clinical trial     

Bernard K  Dozier M  Bick J  Lewis-Morrarty E  Lindhiem O  Carlson E 《Child development》2012,83(2):623-636

Young children who have experienced early adversity are at risk for developing disorganized attachments. The efficacy of Attachment and Biobehavioral Catch-up (ABC), an intervention targeting nurturing care among parents identified as being at risk for neglecting their young children, was evaluated through a randomized clinical trial. Attachment quality was assessed in the Strange Situation for 120 children between 11.7 and 31.9 months of age (M = 19.1, SD = 5.5). Children in the ABC intervention showed significantly lower rates of disorganized attachment (32%) and higher rates of secure attachment (52%) relative to the control intervention (57% and 33%, respectively). These results support the efficacy of the ABC intervention in enhancing attachment quality among parents at high risk for maltreatment.  相似文献   

Dealing with the multidimensionality of sustainability through the use of multiple perspectives – a theoretical framework     

Johanna Lönngren  Magdalena Svanström  Åke Ingerman  John Holmberg 《European Journal of Engineering Education》2016,41(3):342-352

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The Relationships Among Perfectionism,Acculturation, and Stress in Asian International Students     

Johanna E. Nilsson  Jenay Butler  Sarah Shouse  Chetan Joshi 《Journal of College Counseling》2008,11(2):147-158

This study examined relationships among perfectionism, acculturation, and stress in 76 Asian international students. Results showed that perfectionism and acculturation predicted stress, together accounting for 50% of the variance in stress. Furthermore, acculturation explained students' experience of stress above and beyond perfectionism, and 1 specific acculturation variable examined, perceived prejudice, revealed the strongest relationship with stress. Implications for providing counseling services to international students and for future research are described.  相似文献   

Preschool teachers communicating values to children     

Ingibjorg Sigurdardottir  Pia Williams  Johanna Einarsdottir 《International Journal of Early Years Education》2019,27(2):170-183

This empirical study aims to find if and how preschool teachers communicate values they consider important for children to learn in preschool. The study is a part of a Nordic research project on values education in Nordic preschools. Values are understood as desirable principles that guide human actions. Theoretically, the study draws on a sociocultural perspective and Habermas’ theory of communicative action. The data consists of approximately 17?h of video observations of communication between preschool teachers and children. Two episodes were chosen for further analysis and in-depth discussion. Care, respect, and discipline had been agreed on as important values to communicate to preschool children. The preschool teachers used different approaches to communicate these values, depending on their professional and personal backgrounds. The values were communicated implicitly rather than explicitly. The study contributes to research on values education in the ECE and gives reasons for reflection on the practices of preschool teachers.  相似文献