Association of parent and peer support with adolescent physical activity     

Prochaska JJ  Rodgers MW  Sallis JF 《Research quarterly for exercise and sport》2002,73(2):206-210

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The experiences of a UNESCO expert in Finland     

David A. Walker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(3):280-287

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Social and Emotional Functioning of Children with Learning Disabilities: Does Special Education Placement Make a Difference?     

Judith Wiener  Christine Y. Tardif 《Learning disabilities research & practice》2004,19(1):20-32

Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self‐concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In‐Class Support and Resource Room) were for children with mild to moderate learning disabilities and involved between 30 and 90 minutes of special education per school day. The other two placements (Inclusion Class and Self‐Contained Special Education Class) were designated for children with severe learning disabilities and involved at least a half‐day of special education. Children in the more inclusive placements had more positive social and emotional functioning. Children receiving In‐Class Support were more accepted by peers, had higher self‐perceptions of mathematics competence, and fewer problem behaviors than children receiving Resource Room Support. Children in Inclusion Classes had more satisfying relationships with their best school friends, were less lonely, and had fewer problem behaviors than children in Self‐Contained Special Education Classes.  相似文献   

Zur symbiotischen Handlungsstruktur informellen Sportengagements     

Dr. Tim Bindel  Eckart Balz  Judith Frohn 《Sportwissenschaft》2010,40(4):254-261

Informal sports can be described by looking at its symbiotic structure: the three roles doing sports, facilitating sports and organizing sports, coincide. This paper discusses what this means for the sports activities of adolescents. The areas in which informal sports activities for adolescents take place as well as the social structure are shaped by this symbiotic structure: informal sport is about using and defining space to create new sports facilities. On the basis of ethnographic research this paper will analyze how one gets “into the game” in those special areas. Due to missing external organizations, individuals are confronted with entry barriers because of established outsider relations. The established members differ from outsiders in that they can realize their own idea of sport. Gender differences are an important aspect in this context which will exemplarily be reconstructed and analyzed at the end.  相似文献   

Creativity and Picture Books     

Judith Graham 《Literacy》2000,34(2):61-67

Where authors and illustrators exercise rigorous constraint with their texts, with neither replicating the work that the other can portray more effectively, they are at their most creative and they make picture books to which readers are repeatedly drawn because of the inherent and deeply satisfying challenges offered. Moreover, the allure is not just to children; teachers find that such texts draw from them their most creative ideas for ways of working with children. Three picture books are examined in terms of their strengths and potential activities. Conclusions are drawn which seek to justify the sharing of such picture books in terms of imaginative empowerment and lasting messages about reading.  相似文献   

Book-share: Involving Parents in Nursery Literacy     

Judith Cooper 《Literacy》1987,21(2):99-105

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Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools     

Judith Ireson  Susan Hallam 《Learning and Instruction》2009,19(3):201-213

The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14–15 years and again two years later. Students' academic self-concept, but not their general self-concept, was related to the extent of ability grouping in the school attended. Subject-specific facets of academic self-concept were not related to the number of years of ability grouping students had experienced in English, mathematics and science; however, they were related to students' position in the grouping hierarchy, with students in high-ability groups having significantly higher self-concepts in all three subjects than students in low-ability groups. Students' intentions to learn in future were more strongly affected by self-concept than by achievement.  相似文献   

Irresistible Empire: America's Advance through Twentieth‐Century Europe by Victoria de Grazia     

Susannah Walker 《Journal of American culture (Malden, Mass. : 2003)》2007,30(2):245-247

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Flipping the classroom to teach systematic reviews: the development of a continuing education course for librarians     

Marisa L. Conte  Mark P. MacEachern  Nandita S. Mani  Whitney A. Townsend  Judith E. Smith  Chase Masters  Caitlin Kelley 《Journal of the Medical Library Association》2015,103(2):69-73

Objective:The researchers used the flipped classroom model to develop and conduct a systematic review course for librarians.Setting:The research took place at an academic health sciences library.Method:A team of informationists developed and conducted a pilot course. Assessment informed changes to both course components; a second course addressed gaps in the pilot.Conclusion:The flipped classroom model can be successful in developing and implementing a course that is well rated by students.  相似文献   

Papier‐mach(in)e: Thinking with “sticky” paper in the cloud          下载免费PDF全文

Judith Enriquez‐Gibson 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1354-1366

There is nothing less about paper and its use when it comes to academic study as we experience increasingly converging media spaces and functionalities of online applications within the screens of our laptops, mobile phones and tablet devices. The paper persists, and the paperless office, classroom and pedagogy become nothing but pure rhetoric. Hence, it is most pertinent to focus on paper and its “stickiness” in maintaining educational structures and practices. Usually hidden from view or neglected in educational technology studies is a consideration on how we think and interact not only with our mind but also with our heads and limbs. This paper will argue that paper has a composite place or bearing, a kind of stickiness to our technologised bodies, digital mobilities and hybrid practices in what I have coined here as papier‐mach(in)e. This claim will be supported by evidence that demonstrates how we simply think both practically and pathically and that our mobilities in media and physical spaces are in one form or another meshed with paper. In fact, a drive towards a paperless classroom or pedagogy is without much foundation when it comes to mobilising a sustainable agenda for technology‐enhanced learning.  相似文献