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41.
Shaun J. McLaren Andrew Smith Jonathan D. Bartlett Iain R. Spears Matthew Weston 《Journal of sports sciences》2018,36(21):2438-2446
We aimed to compare differentiated training loads (TL) between fitness responders and non-responders to an eight-week pre-season training period in a squad of thirty-five professional rugby union players. Differential TL were calculated by multiplying player’s perceptions of breathlessness (sRPE-B) and leg muscle exertion (sRPE-L) with training duration for each completed session. Performance-based fitness measures included the Yo-Yo Intermittent Recovery Test Level 1 (YYIRTL1), 10-, 20-, and 30-m linear sprint times, countermovement jump height (CMJ) and predicted one-repetition maximum back squat (P1RM Squat). The proportion of responders (≥ 75% chance that the observed change in fitness was > typical error and smallest worthwhile change) were 37%, 50%, 52%, 82% and 70% for YYIRTL1, 20/30-m, 10-m, CMJ and P1RM Squat, respectively. Weekly sRPE-B-TL was very likely higher in YYIRTL1 responders (mean difference = 18%; ±90% confidence limits 11%), likely lower in 20/30-m (19%; ±20%) and 10-m (18%; ±17%) responders, and likely higher in CMJ responders (15%; ±16%). All other comparisons were unclear. Weekly sRPE-B discriminate between rugby union players who respond to pre-season training when compared with players who do not. Our findings support the collection of differential ratings of perceived exertion and the use of individual response analysis in team-sport athletes. 相似文献
42.
The extent to which educational psychologists' credibility with teachers relies on their own teaching experience is an issue that has been hotly debated in the profession for more than 30 years. It is widely perceived as a key reason for retaining qualified teaching experience as a requirement for training as an educational psychologist (EP). The studies reported in this paper investigate whether teachers know that educational psychologists have been teachers (a logical pre-requisite to affording them high credibility on this basis). The studies also examine the regard in which EPs are held by teachers who know, and teachers who do not know, that EPs have been teachers. Results indicate that teaching experience cannot be regarded as necessary to EPs' credibility with teachers. However, a positive relationship between teaching experience and credibility with teachers, among primary school teachers, raises questions about ways of broadening EPs' pre-course experience. 相似文献
43.
Discrimination affects millions of children in the United States and throughout the world. Although the topic is important for both theoretical and applied reasons, little developmental work has examined children's perceptions of discrimination directed toward themselves and others. A review of past theoretical and empirical work on the perception of discrimination is provided. Next, a developmental model of the perception of discrimination is offered. The model identifies developmental and individual differences expected to influence judgments about discrimination, as well as situational variables that are likely to support attributions to discrimination. 相似文献
44.
Caitlin Chalmers Barbara A Spears Des Butler Donna Cross Phillip Slee 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):91-109
Background: Despite decades of research, bullying in all its forms is still a significant problem within schools in Australia, as it is internationally. Anti-bullying policies and guidelines are thought to be one strategy as part of a whole school approach to reduce bullying. However, although Australian schools are required to have these policies, their effectiveness is not clear. As policies and guidelines about bullying and cyberbullying are developed within education departments, this paper explores the perspectives of those who are involved in their construction. Purpose: This study examined the perspectives of professionals involved in policy construction, across three different Australian states. The aim was to determine how their relative jurisdictions define bullying and cyberbullying, the processes for developing policy, the bullying prevention and intervention recommendations given to schools and the content considered essential in current policies. Sample: Eleven key stakeholders from three Australian states with similar education systems were invited to participate. The sample selection criteria included professionals with experience and training in education, cyber-safety and the responsibility to contribute to or make decisions which inform policy in this area for schools in their state. Design and methods: Participants were interviewed about the definitions of bullying they used in their state policy frameworks; the extent to which cyberbullying was included; and the content they considered essential for schools to include in anti-bullying policies. Data were collected through in-depth, semi-structured interviews and analysed thematically. Findings: Seven themes were identified in the data: (1) Definition of bullying and cyberbullying; (2) Existence of a policy template; (3) Policy location; (4) Adding cyberbullying; (5) Distinguishing between bullying and cyberbullying; (6) Effective policy; and (7) Policy as a prevention or intervention tool. The results were similar both across state boundaries and also across different disciplines. Conclusion: Analysis of the data suggested that, across the themes, there was some lack of information about bullying and cyberbullying. This limitation could affect the subsequent development, dissemination and sustainability of school anti-bullying policies, which have implications for the translation of research to inform better student outcomes. 相似文献
45.
Norah Frederickson Elizabeth Simmonds Lynda Evans Chris Soulsby 《British Journal of Special Education》2007,34(2):105-115
The systematic assessment of the social and affective outcomes of inclusion has been lagging behind the assessment of academic outcomes. This is particularly problematic in view of research evidence supporting concerns about peer rejection and bullying. In this article, Norah Frederickson and Elizabeth Simmonds, of University College London, and Lynda Evans and Chris Soulsby, from Foxwood Special School, report their evaluation of the social and affective outcomes of a special- mainstream school inclusion initiative that places particular emphasis on peer preparation. Measures completed by pupils were used to assess peer group inclusion, social behaviour, bullying and feelings of belonging at school. Results showed that pupils who had transferred from special to mainstream schools experienced positive social outcomes and none experienced peer group rejection. However, results were less positive for mainstream pupils with special educational needs and the authors discuss possibilities for development. Trends in peer reports of bullying suggest that there is no room for complacency and that ongoing monitoring is required. 相似文献
46.
New developments in e-learning and increasinglysophisticated learning technologies arebeginning to make a major impact in U.K.universities. It is clear that universitiesneed to change to accommodate the impact oftechnology on learning. Communicationtechnologies that are free from time or placeconstraints provide new challenges touniversities on how they should be organised. The paper reflects on the university's strategicplanning process and outlines the developmentprocess of an e-learning initiative. Examplesof the emergent change agenda are identifiedand finally possibilities for futuredevelopment are explored. It isclear that the impact of e-learning willrequire universities to re-think fundamentallytheir thinking and therefore their strategiesin a whole range of areas. There hasbeen much focus on technological advancementbut much less on how technology impacts onstrategic planning. This paper addresses thisgap in the literature by examining oneuniversity's strategic responses to thischallenge of e-learning. The learning attachedto this case study could be used to help otheruniversities respond to the change agendabrought about by e-learning. 相似文献
47.
Norah Abdullah Alabbas 《International Journal of Disability, Development & Education》2019,66(3):273-283
ABSTRACTChildren with Autism Spectrum Disorder (ASD) and other developmental disabilities can face challenges during typical daily routines. Assistive technology can be used to address the problems encountered during typical routines, yet the competence of caregivers of children with these disabilities in using assistive technology varies. This study was designed to explore Saudi Arabian caregivers’ perceptions about problematic typical daily routines. Caregivers of children with these disabilities were surveyed about the problems they encountered with typical routines, the solutions they found to the problems, the assistive technology they used in the solutions, and their training in and feelings of competence about using assistive technology. Caregivers experienced problems in playing, bathing, and mealtime routines and some found solutions using assistive technology. Over one-third of the caregivers did not feel at all competent in using assistive technology. Suggestions for future research as well as training and development for caregivers are provided. 相似文献
48.
A graduate level research methods and statistics course offered on the World-Wide Web was evaluated relative to the traditional
lWith their consent, course members were randomly assigned to the two versions of the course for the first block of sessions.
For the second block of sessions the groups crossed over to access the alternative version of the course. Quantitative and
qualitative outcome data were collected to sample cognitive and affective domains. Improvements in knowledge and reductions
in anxiety were apparent following both versions, with no significant differences between versions being detected. Analysis
of course member comments indicated less satisfaction with the teaching input on the web-based version but more satisfaction
with the peer collaboration that was stimulated. An activity theory framework is applied in conceptualising the findings and
generating recommendations for further course development and evaluation. 相似文献
49.
Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment 总被引：1，自引：0，他引：1
In spite of the widespread adoption of policies on mainstreaming, and more recently on inclusive education for children and
young people with special educational needs, little is actually known about the relationship between what teachers think about
such policies and the type of learning environments that they provide. In this study in New Zealand, a sample of regular primary
school teachers (N= 63) were categorised according to ‘high’, ‘moderate’ or ‘low’ scores on a scale which measures their views on mainstreaming
policies and practices. The pupils (N= 1729) of these teachers also completed a scale measuring perceptions of their classroom learning environments. Children
taught by teachers who espoused highly positive attitudes towards mainstreaming were found to have significantly higher levels
of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive
attitudes. Implications of these findings are discussed for further research on the role of teacher attitudes in the successful
inclusion of children and young people with special needs and for policies on the implementation of effective inclusive practice.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
50.
Latino immigrant parents’ financial stress,depression, and academic involvement predicting child academic success 
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下载免费PDF全文 Lauren R. Gilbert Christia Spears Brown Rashmita S. Mistry 《Psychology in the schools》2017,54(9):1202-1215
The current study examines Mexican‐ heritage immigrant parents’ financial stress, English language fluency, and depressive symptoms as risk factors for parental academic involvement and child academic outcomes. Participants were 68 Latino immigrant (from Mexico) third and fourth graders and their parents. Results from a structural equation model analysis indicated that Latino parents who reported greater financial stress also reported higher levels of depressive symptoms; this, in turn, was related to lower parent‐reported levels of engagement in the monitoring and transmission of implicit and explicit valuing of academics. Parental monitoring of academics was positively associated with children's success in mathematics and transmission of implicit and explicit valuing of academics was positively associated with children's success in language arts. The current study extends support for the Family Economic Stress Model by demonstrating connections between parental stress, emotional well‐being, and child academic outcomes, through parental involvement in children's academics in a Latino‐heritage sample. 相似文献