The four ‘R’s of openness and ALMS analysis: frameworks for open educational resources     

John Hilton III  David Wiley  Jared Stein  Aaron Johnson 《Open Learning》2013,28(1):37-44

A significant movement in education concerns the use of open educational resources. By ‘open’ it is generally meant that the resource is available at no cost to others for adaptation and reuse in different contexts. However, ‘open’ is not a simple dichotomy; rather, there is a continuum of openness. We discuss four separate aspects of reuse and demonstrate how these describe different levels of openness. We discuss how the licensing and technical aspects of open educational resources affect the relative openness of an open educational resource. Implications for those creating open educational resources are discussed.  相似文献   

Predictors of Global Quality in Family Child Care Homes: Structural and Belief Characteristics     

Kere Hughes-Belding PhD  Susan Hegland  Amanda Stein  John Sideris  Donna Bryant 《Early education and development》2013,24(5):697-712

Research Findings: With a substantial number of young children receiving care in family child care settings, an examination of the characteristics, both structural and attitudinal, that predict program quality is warranted. The current study examines gaps in the research by examining both structural characteristics and provider beliefs that influence observed global quality in family child care homes. Results of this study suggest that belief characteristics can predict the quality of family child care homes above and beyond structural characteristics alone. Practice or Policy: Providing support to help all providers understand appropriate developmental expectations for children and how to effectively guide children is critical for quality improvement efforts. In addition, providing support to decrease job stress and improve professional motivation is highlighted.  相似文献   

Case Study on the Implementation of School-Wide Positive Behavioral Interventions and Supports in an Alternative Educational Setting     

Nicholas W. Gelbar  Rose Jaffery  Ravit Stein  Heather Cymbala 《Journal of educational and psychological consultation》2013,23(4):287-313

School-wide positive behavior interventions and supports (SW-PBIS) can effectively reduce problem behaviors and simultaneously increase pro-social behaviors in general education settings. SW-PBIS is not a “packaged” intervention, but a framework through which schools create systemic changes for promoting expected behaviors, while also monitoring and intervening with students who have behavior concerns through a tiered model of service delivery. A case study documenting the SW-PBIS implementation process in an alternative educational setting is presented. Alternative schools typically serve students who qualify to receive special education services, have a lower staff-to-student ratio, and often warrant more intensive student interventions as compared to general education settings. These differences from traditional environments pose unique challenges to the SW-PBIS implementation process. Suggestions for neutralizing these challenges such as providing enhanced Tier 1 supports and extensive staff training are explained in depth in this case study.  相似文献   

Pacing in lane-based head-to-head competitions: A systematic review on swimming     

Stein Gerrit Paul Menting  Marije Titia Elferink-Gemser  Barbara Catharina Huijgen 《Journal of sports sciences》2013,31(20):2287-2299

ABSTRACT

Athletes’ energy distribution over a race (e.g. pacing behaviour) varies across different sports. Swimming is a head-to-head sport with unique characteristics, such as propulsion through water, a multitude of swimming stroke types and lane-based racing. The aim of this paper was to review the existing literature on pacing behaviour in swimming. According to PRISMA guidelines, 279 articles were extracted using the PubMed and Web of Science databases. After the exclusion process was conducted, 16 studies remained. The findings of these studies indicate that pacing behaviour is influenced by the race distance and stroke type. Pacing behaviours in swimming and time-trial sports share numerous common characteristics. This commonality can most likely be attributed to the lane-based racing set-up. The low efficiency of swimming resulting from propulsion through the water induces a rapid accumulation of blood lactate, prompting a change in swimmers’ biomechanical characteristics, with the goal of minimising changes in velocity throughout the race. Although the literature on youth swimmers is scarce, youth swimmers demonstrate more variable pacing profiles and have more difficulty in selecting the most beneficial energy distribution.  相似文献   

Short-term slackline training improves task-specific but not general balance in female handball players     

Steffen Ringhof  Nina Zeeb  Stefan Altmann  Rainer Neumann  Alexander Woll  Thorsten Stein 《European Journal of Sport Science》2019,19(5):557-566

Slackline training has been shown to improve balance and neuromuscular performance. However, recent studies suggested that balance is task-specific, implying that transferability of balance skills is limited and might depend on the similarity of the tasks. This study therefore investigated if short-term slackline training could improve performance in balance tasks that are either more or less similar to the trained slackline task. Furthermore, we assessed potential transfer effects to other neuromuscular performance tests.

25 female handball players (23.7?±?3.9 years) participated in our study and were matched to either a slackline training (SLT; n?=?14) or a control group (CON; n?=?11). The intervention comprised 12 sessions with overall 120 minutes of slackline training using single and double slacklines. Slackline standing time and measures of dynamic and static balance were assessed before and after the intervention, as well as power and sprint-related performance parameters.

Two-way repeated-measures ANOVA found a significant group?×?time interaction for slackline standing time, indicating larger training effects for SLT. For the remaining dynamic and static balance tests, no significant interactions were found. With regard to neuromuscular performance, there was a significant group?×?time interaction only in change of direction.

In essence, the study showed that slackline training induced task-specific balance improvements without affecting general balance. This adds further evidence to the task-specificity principle of balance, although the specificity of the sample as well as the briefness of the intervention should be taken into account when generalizing our findings. Nonetheless, this study contains practical implications for team sports interventions and future balance training studies, highlighting the importance of selecting appropriate balance exercises to yield rapid and the desired training outcomes.  相似文献   

Counting to 20: Online Implementation of a Face-to-Face, Elementary Mathematics Methods Problem-Solving Activity     

Catherine Stein Schwartz 《TechTrends》2012,56(1):34-39

This study describes implementation of the same problem-solving activity in both online and face-to-face environments. The activity, done in the first class period or first module of a K-2 mathematics methods course, was initially used in a face-to-face class and then adapted later for use in an online class. While the task was originally designed for the face-to-face course, it is not the case that it is fully useful there and less useful in the online version. Rather, each context privileges different ideas about teaching and learning mathematics. Possibilities to address the challenges of each environment are considered with emphasis on task structure and the role of the instructor.  相似文献   

Problems in managing the young deaf-blind child     

L K Stein  M B Green 《Exceptional children》1972,38(6):481-484

  相似文献   

Recreation for the mentally retarded: a summary of major activities     

W L Sengstock  J U Stein 《Exceptional children》1967,33(7):491-497

  相似文献   

Dynamic visual perception and reading development in Chinese school children     

Meng X  Cheng-Lai A  Zeng B  Stein JF  Zhou X 《Annals of dyslexia》2011,61(2):161-176

The development of reading skills may depend to a certain extent on the development of basic visual perception. The magnocellular theory of developmental dyslexia assumes that deficits in the magnocellular pathway, indicated by less sensitivity in perceiving dynamic sensory stimuli, are responsible for a proportion of reading difficulties experienced by dyslexics. Using a task that measures coherent motion detection threshold, this study examined the relationship between dynamic visual perception and reading development in Chinese children. Experiment 1 compared the performance of 27 dyslexics and their age- and IQ-matched controls in the coherent motion detection task and in a static pattern perception task. Results showed that only in the former task did the dyslexics have a significantly higher threshold than the controls, suggesting that Chinese dyslexics, like some of their Western counterparts, may have deficits in magnocellular pathway. Experiment 2 examined whether dynamic visual processing affects specific cognitive processes in reading. One hundred fifth-grade children were tested on visual perception and reading-related tasks. Regression analyses found that the motion detection threshold accounted for 11% and 12%, respectively, variance in the speed of orthographic similarity judgment and in the accuracy of picture naming after IQ and vocabulary size were controlled. The static pattern detection threshold could not account for any variance. It is concluded that reading development in Chinese depends to a certain extent on the development of dynamic visual perception and its underlying neural pathway and that the impact of visual development can be specifically related to orthographic processing in reading Chinese.  相似文献   

Does An Early Intervention Influence Behavioral Development Until Age 9 in Children Born Prematurely?          下载免费PDF全文

Inger Pauline Landsem  Bjørn Helge Handegård  Stein Erik Ulvund  Jorunn Tunby  Per Ivar Kaaresen  John A. Rønning 《Child development》2015,86(4):1063-1079

This study examined whether the Mother–Infant Transaction Program prevents behavioral problems among preterm children (birth weight < 2000 g) until age 9. The program was administered to 72 preterms, while 74 preterms and 75 full‐terms formed control groups (N = 221). Behavior was reported by parents (Child Behavior Checklist) and teachers (Teachers Report Form) and by all on selected Strengths and Difficulties Questionnaire (SDQ) questions. Long‐term behavioral development appeared to be qualitatively unaffected by the intervention. At ages 7 and 9, fewer attention problems and better adaptation to school were reported from parents and teachers of the intervention group compared to preterm controls. At age 9, teachers reported fewer difficulties in the intervention group and better academic performance. In these areas they were reported as being at the statistically same level as term controls.  相似文献