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Karla A. Henderson 《Sport Management Review》2009,12(2):57-65
Managers of sports programs, facilities, and organizations can have a role in promoting health through physical activity participation. From the perspective of a leisure scientist who has examined various dimensions of leisure-time physical activity, this paper aims to appraise the status of how sports as potential physical activity interventions have been examined, particularly in the sport management literature. Although the purpose of many sport management organizations is to encourage spectatorship, sports have always offered significant opportunities for children and adults to be more physically active. Sports are a motivator for physical activity because they are enjoyable to participants. Therefore, research done by academics in sports management could reflect more about how mass participation recreational sports can serve as interventions to promote healthy physical activity behavior for individuals and within communities. 相似文献
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Karla Oakley 《Journal of Personnel Evaluation in Education》1998,11(4):323-341
The Performance Assessment System (PAS) is a portfolio assessment mechanism used to evaluate beginning teacher performance as a function of the teachers approach and effectiveness at increasing student learning and growth. The PAS was originally developed by Teach For America, the national teacher corps, as an internal assessment tool for its teachers. The PAS has evolved in response to input from participants, administrators, and external evaluations over the course of four pilot implementations. Specifically, developers have streamlined requirements, focused efforts to incorporate measures of student performance, and clarified scoring rubrics. The PAS continues to be piloted as an assessment resource that eventually will help districts to retain only beginning teachers who are effective in the classroom and will empower states to license only teachers whose performance meets approved standards. 相似文献
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Francis DJ Fletcher JM Stuebing KK Lyon GR Shaywitz BA Shaywitz SE 《Journal of learning disabilities》2005,38(2):98-108
Simulated data were used to demonstrate that groups formed by imposing cut-points based on either discrepancy or low-achievement definitions of learning disabilities (LD) are unstable over time. Similar problems were demonstrated in longitudinal data from the Connecticut Longitudinal Study, where 39% of the children designated as having LD in Grade 3 changed group placement with repeated testing in Grade 5. These results show that the practice of subdividing a normal distribution with arbitrary cut-points leads to instability in group membership. Approaches to the identification of children as having LD based solely on individual test scores not linked to specific behavioral criteria lead to invalid decisions about individual children. Low-achievement definitions are not a viable alternative to IQ-discrepancy definitions in the absence of other criteria, such as the traditional exclusions and response to quality intervention. If we accept the premise of multiple classes of low achievers, then we must develop identification systems that are valid and abandon systems whose only merits are their historical precedence and convenience. 相似文献
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Karla M. Hunter 《Communication Teacher》2016,30(3):153-158
Courses: Argumentation, Public Speaking, Political CommunicationObjectives: After completing this unit activity, students should be able to (1) demonstrate comprehension of Burke’s (1941) concept of terministic screens; (2) apply the concept of terministic screens to write a brief political autobiography of themselves that analyzes the history of and framework for their own political beliefs; and (3) synthesize the concepts of terministic screens and informational diversity to frame readings and discussions of peers’ autobiographies, as well as future class discussions of controversial topics. 相似文献
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Carolina Rodrigues Mendonça Karla Tais de Oliveira Souza Jalsi Tacon Arruda Matias Noll Nilza Nascimento Guimarães 《Anatomical sciences education》2021,14(5):682-692
In Brazil, a federal law ensures that all students with disabilities are entitled to enrollment in higher education institutions. Higher courses in human anatomy stand out for their complexity in both theoretical and practical contents. Therefore, adaptation is required to accommodate students with special educational needs. This study aimed to describe the experience of a Support Teacher in the development of inclusive pedagogical practices for the discipline of Human Anatomy offered in the physiotherapy course for a student with low vision and blindness. The challenges and learning difficulties faced by a visually impaired student are reported. Qualitative analysis was performed by interviewing a student with low vision and blindness and a Support Teacher. The audio recordings were transcribed, categorized, and analyzed using content analysis. The Support Teacher created schematics and drawings of anatomical structures, reviewed theoretical and practical contents, developed adaptations of the examinations, and applied palpatory anatomy to facilitate the student’s learning process. The findings illustrate that the student faced the greatest difficulty in dealing with the emotional aspects, due to the inability to visualize the anatomical details in human cadavers. Thus, the presence of a Support Teacher was fundamental to ensure that the student could learn the content and overcome this limitation. In conclusion, personalized adaptation, commitment, and collaborative work between the Support Teacher and students with low vision and blindness improve their learning conditions. 相似文献
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Karla Kay Jensen 《Communication Research Reports》2013,30(3):223-232
Previous research clearly demonstrates the positive impacts of using verbal immediacy in the college classroom. This paper explores the issue of training university instructors to increase their verbal immediacy use while teaching. First, a brief literature review recaps recent verbal immediacy studies and the reasons training could be valuable. Next, the training method is outlined and results reveal how university teachers were successfully trained to use significantly more verbal immediacy in their classrooms, compared to a control group of teachers who were not trained. A discussion concludes with the implications for improving college teaching. 相似文献
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Karla Washington Sharon Bowland Kay Mueggenburg Margaret Pederson Sheila Otten Tanya Renn 《Journal of Teaching in Social Work》2013,33(5):514-530
Professional leaders have identified clear roles for social workers involved in advance care planning (ACP), a facilitated process whereby individuals identify their preferences for future medical care; yet information about effective teaching practices in this area is scant. This study reports on the experiences of 14 social workers who participated in a nationally recognized, evidence-based ACP facilitator certification program. Researchers first analyzed data consisting of participants’ in-depth reflective writings using an inductive thematic analysis process. Identified themes were subsequently grouped into three categories to characterize the “novice” experience of participants: theoretical knowledge, skill development, and self-reflection. Findings underscore the importance of ACP training in social work education and the need for teachers to help learners better understand the process of professional skill development. 相似文献