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51.
Many undergraduate students in kinesiology are interested in clinical careers and seek research opportunities for advanced study and unique learning experiences. This article describes a process of engaging undergraduate students in a multi-disciplinary, National Institutes of Health (NIH)-funded program project investigating factors that may affect pelvic floor support and symptoms in primiparous women during the first year postpartum. Students complete general and protocol-specific training prior to engagement, have specific tasks that reinforce skill development and require independence, and are invited to participate in additional opportunities with the investigative team. The topic of pelvic floor health is novel to most students and participation in this research expands their knowledge beyond a mainstream kinesiology curriculum. Institutionalizing this type of program could formalize undergraduate student research experiences and facilitate ongoing clinical research efforts with a kinesiology focus. 相似文献
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Yasuhiro Kotera Vicky Cockerill Pauline Green Lucy Hutchinson Paula Shaw Nicholas Bowskill 《Distance Education》2019,40(2):170-186
Online learning is crucial to success for higher education institutions. Whilst the existing literature predominantly focused on its economic advantages, we focused on its inclusivity. At an online learning unit of a UK university, the number of students with disabilities (SWD) is three times higher than the national average. Having a degree makes significant financial and psychological differences in the lives of SWD. Though recent literature focused on inclusivity of online learning, an appraisal of first-hand experience of SWD studying online is a missing perspective. Accordingly, we aimed to explore their experience, using thematic analysis of semi-structured interviews involving ten SWD. Three themes emerged: (1) having control over studies as an advantage of online learning, (2) personal touch helps SWD’s online learning, and (3) challenges SWD experience with the social element of online learning. Our findings will help to develop the inclusivity of online learning to a new level. 相似文献
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55.
Uncontrollable Mental Imagery: Graphical Connections Between A Function And Its Derivative 总被引:2,自引:0,他引:2
Leslie Aspinwall Kenneth L. Shaw Norma C. Presmeg 《Educational Studies in Mathematics》1997,33(3):301-317
The view that imagery might be a disadvantage on certain tasks might surprise some mathematics educators who contend that a learner's conceptual understanding is increased whenever visual imagery is used. One of the limitations of imagery found in the literature comes to bear on a unique aspect of mathematics teaching and learning. This is the notion of an uncontrollable image, which may persist, thereby preventing the opening up of more fruitful avenues of thought, a difficulty which is particularly acute if the image is vivid. Although one calculus student's images supported high levels of mathematical functioning, occasionally his vivid images became uncontrollable, and the power of these images did more to obscure than to explain. This type of imagery can be a major hindrance in constructing meaning for mathematical concepts — contrary to the panacea view of imagery which is sometimes expressed.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
56.
Mary Ann Evans Michelle Bell Deborah Shaw Shelley Moretti Jodi Page 《Reading and writing》2006,19(9):959-989
In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and letter-name knowledge, and the prediction of Grade 1 phonological awareness and word identification from these variables. Knowledge of letter sounds was better for vowels and for letters with consonant–vowel names than for those with vowel–consonant names or names bearing little relationship to their sounds. However, there were anomalies within each category reflecting characteristics of the individual letters. Structural equation modelling showed that cognitive ability, comprising receptive vocabulary, non-verbal reasoning, rapid automatized naming of colours, and phonological memory significantly contributed to alphabetic knowledge and phonological awareness. In turn, letter-name knowledge but not phonological awareness predicted letter-sound knowledge and subsequent reading skill.This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada to the first author. Thank you is extended to the participating schools and children and to Ian Newby-Clark for his orientation to AMOS. Michelle Bell, Shelly Moretti and Jodi Page have since graduated from the University of Guelph 相似文献
57.
ABSTRACTDespite Indiana’s school choice landscape – including private school vouchers, tax-credit scholarships, inter-district and intra-district enrollment, magnet schools, and charter schools – not all Indiana communities have reasonable access to options outside of their traditional public schools. This research explores what lack-of-reasonable access differences – defined as greater than a 30-minute one-way drive time to a choice school – exist by locale, with a focus on rural communities. Geospatial analysis is used to identify “school choice deserts” lacking multi-sector schooling options in various communities. These deserts tend to exist wholly or mostly in rural areas, although Indiana students in grades K–8 exhibit greater access levels to non-traditional schools than those in high school. 相似文献
58.
The present study investigated the effects of divorce and family relations on young children's development prospectively, using an ethnically diverse sample of approximately 300 low-income families. We also were able to examine the moderating effects of ethnicity on child adjustment in always two-parent, to-be-divorced, already-divorced, and always single-parent families. Results indicated that to-be-divorced European American and African American families demonstrated higher rates of preschool-age behavior problems, and already-divorced families showed similar trends. Parental conflict and behavior problems accounted for predivorce differences in child behavior problems, whereas rejecting parenting accounted for differences in problem behavior between always single-parent and always two-parent families. The results are discussed in terms of the importance of ethnicity in influencing young, low-income children's adjustment to different family structures. 相似文献
59.
Elizabeth B. Owens Daniel S. Shaw Joyce Giovannelli Monica M. Garcia Kirsten Yaggi 《Early education and development》1999,10(2):135-162
Factors associated with school behavioral competence at 72 months were investigated in a sample of at-risk boys followed longitudinally from 18 months. Boys were at risk for developing behavior problems due to early exposure to sociodemographic and family-environmental stressors associated with low-income urban living. Research findings: Of child protective factors investigated, main effects were found for intelligence, mother-reported emotionality and sociability, and observed likability in relation to teacher-reported behavior problems, and results were generally consistent across type of risk. In only one instance did the effect of a protective factor depend on the level of risk. Furthermore, a cumulative measure of protective factors was strongly predictive of child behavior problems and was a better predictor than cumulative risk measures. Observed infant emotionality, child physical attractiveness, and children's self-perceptions of being pro-social or aggressive and fearless were essentially unrelated to behavioral outcome. Mother-reported child emotionality mediated both the relation between mother-reported infant emotionality and teacher-reported internalizing problems, and the relation between observed likability and teacher-reported externalizing problems. Practice/Policy: Clinical implications concern improved identification accuracy of at-risk children who should be targeted for intervention, and forms that intervention should take. 相似文献
60.
Joan I. Vondra Daniel S. Shaw Laure Swearingen Meredith Cohen Elizabeth B. Owens 《Early education and development》1999,10(2):163-190
The aim of this investigation was to examine the role of social relationships in the home as predictors of social functioning in the first years of school. Longitudinal data gathered on 156 children from urban, low-income families were used to examine the unique contributions of mother-child attachment classification at ages 1 and 2 years, the child's relationship with another adult caregiver, the child's closeness to a sibling, and the child's status in the family relative to siblings between ages 3 and 4 years, to teacher reports of their own relationship to the child and the child's social skills in the classroom and peer relations. The role of family-based relationships as possible protective factors for children at social or demographic risk for problems in school was also tested. Results indicate that quality of different family relationships provides relatively independent and complementary information about early social functioning in school, with more limited evidence for compensatory or protective processes at work. 相似文献