Supporting English non-dominant language authors’ efforts to publish: perspectives from the editors-in-chief of highly recognised journals in Mathematics Education     

Geiger  Vince  Delzoppo  Catherine  Straesser  Rudolf 《Educational Studies in Mathematics》2022,111(3):543-565

Educational Studies in Mathematics - In this article, we document the support provided by highly recognised journals in Mathematics Education in response to the challenges faced by English...  相似文献   

Boarding schools: A longitudinal examination of Australian Indigenous and non-Indigenous boarders’ and non-boarders’ wellbeing     

Anthony Dillon  Rhonda G. Craven  Jiesi Guo  Alexander S. Yeung  Janet Mooney  Alicia Franklin  Rob Brockman 《British Educational Research Journal》2022,48(4):751-770

Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well-intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non-Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living in rural and remote parts of Australia where educational opportunities are limited, especially in high school. One solution to this problem has been to enrol these students in boarding schools in urban and metropolitan centres. While research on the success of boarding schools for Indigenous students is scarce, what little that does exist is not encouraging. The focus of this research was to examine the effects of boarding for Indigenous (n = 11) and non-Indigenous students’ (n = 158) wellbeing (N = 1423) in two large private boys’ schools. Participating students aged 12–18 years old completed a survey measuring wellbeing constructs on two occasions, 12 months apart. Non-Indigenous boys were generally higher in wellbeing compared with Indigenous boys. There was also evidence of improved social wellbeing beyond that of non-Indigenous boarders over time. Overall, while evidence of merit was weak, boarding schools may benefit their Indigenous students’ development in social wellbeing.  相似文献   

Perceived parental monitoring and school motivation during adolescence: a bidirectional model     

Cimon-Paquet  Catherine  Gaudet  Olivier  Verner-Filion  Jérémie  Véronneau  Marie-Hélène 《European Journal of Psychology of Education - EJPE》2023,38(2):819-839

European Journal of Psychology of Education - School motivation is key to promoting optimal educational pathways. Some studies suggest that parental monitoring behaviors foster school motivation...  相似文献   

Loneliness     

Catherine Bryant Roiules 《The Educational forum》2013,77(3)

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Cases,hypermedia and computer networks: three curricular innovations for teacher education     

Catherine A. Lacey  Katherine K. Merseth 《课程研究杂志》2013,45(6):543-551

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The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review     

Catherine B. Woods  Kevin Volf  Liam Kelly  Blthín Casey  Peter Gelius  Sven Messing  Sarah Forberger  Jeroen Lakerveld  Joanna Zukowska  Enrique García Bengoechea  PEN consortium 《运动与健康科学(英文)》2021,10(3):263

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.  相似文献   

From Confrontation to Accommodation: Home Schooling in South Carolina     

Zan Peters Tyler  James C. Carper 《Peabody Journal of Education》2013,88(1-2):32-48

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Museums and galleries     

Bernard Casey  Philip Taylor  Jeremy Eckstein  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(25):19-45

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Parent and Teacher Perceptions of Individualised Transition Planning     

Georgette Goupil  Marc J. Tassé  Nathalie Garcin  & Catherine Doré 《British Journal of Special Education》2002,29(3):127-135

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跳远运动员股后肌群损伤的预防     

林辉杰  颜中杰 《中国体育教练员》2006,(1):63-64

跳远运动员多数股后肌群的损伤是有共同原因的。本文讨论造成股后肌群损伤的因素,提供了能最大限度地预防这些损伤的方法。力量准备(包括核心力量、弹性力量、关节灵活性、肌肉的灵敏性)、短跑与跳远技术的修正与能识别缺点的早期生物力学分析都能减少损伤发生的可能性。以下策  相似文献