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41.
Abstract The purpose of this study was to examine the Southern California Perceptual Motor Tests (SCPMT) since (1) the validity of the tests has been questioned and (2) the tests are widely used in the development of Individualized Education Programs for children with special motoric needs. The subjects were 386 children characterized as having learning and/or perceptual problems; they were evaluated by occupational therapists in Ohio and Tennessee. A factor analysis was made based on the subjects' performances on the 42 individual items. The results indicated that the test items generally have good discriminative ability. However, the distribution of items of some of the individual tests across more than one factor suggests that, at least in children with learning disorders, the tests are sampling a wider number of constructs than was intended in their design. 相似文献
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Christos Theophilides Patrick T. Terenzini Wendell Lorang 《Research in higher education》1984,20(2):235-252
This study assesses the relationship between the freshman-year experience and the importance students attach to the educational goals of gaining a liberal education, developing career knowledge and skills, enhancing personal knowledge, and improving interpersonal skills. After controlling for students' precollege traits and the importance attached to the above goals prior to entering college, reliable relationships were identified between (1) gaining a liberal education and student-faculty contacts to discuss intellectual and course-related matters and to socialize informally, and students' perceived progress in academic and intellectual development; (2) developing career knowledge and skills and student-faculty contacts to get advice for potential careers; and (3) improving interpersonal skills and peer interactions.An earlier version of this paper was presented at the annual conference of the American Education Research Association, New York, March 1982. 相似文献
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Ivan Luiz Padilha Bonfante Mara Patrícia Traina Chacon-Mikahil Diego Trevisan Brunelli Arthur Fernandes Gáspari Renata Garbellini Duft Wendell Arhur Lopes 《European Journal of Sport Science》2017,17(5):629-637
The effects of training on FNDC5/irisin and its association with fitness and metabolic marker improvements induced by training have been poorly investigated in humans. Thus, the present study assessed the effects of combined training (CT) on FNDC5/irisin levels, metabolic markers and fitness adaptations in obese men. Middle-age obese men (age 49.13?±?5.75, body mass index (BMI) 30.86?±?1.63) were randomly distributed in the CT group (n?=?12) and control group (CG n?=?10). The CT consisted of strength followed by aerobic training, 3 times/week, for 24 weeks. Body composition, physical fitness, plasma FNDC5/irisin, biochemical markers and metabolic scores/index were evaluated. CT maintained FNDC5/irisin levels (µg/mL) (pre: 4.15?±?0.32, post: 4.21?±?0.32; p?=?.96) and improved body composition, metabolic and physical fitness markers. In the CG, decreased FNDC5/irisin (µg/mL) (pre: 4.36?±?0.23, post: 3.57?±?0.94; p?=?.01) and reduced strength (supine exercise/kg) (pre: 71?±?14.7, post: 60.1?±?14.05; p?<?.01) were observed, along with a trend to increase HOMA-IR (pre: 2.63?±?1.11, post: 3.14?±?1.27; p?=?.07) and other indicators of metabolic deterioration. An inverse correlation was found between the change (Δ%) in levels of FNDC5/irisin and Δ% glucose, Δ% total cholesterol, Δ% triglycerides and Δ% waist circumference, in addition to a positive relation with Δ% muscle strength. In conclusion, CT maintained FNDC5/irisin levels and provided metabolic and fitness benefits. The correlation between FNDC5/irisin changes and metabolic parameters, as well as the FNDC5/irisin reduction associated with fitness and metabolic worsening in the CG, suggests a relationship between FNDC5/irisin and a healthy metabolic status in humans. 相似文献
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Jole Shackelford 《Science & Education》2016,25(9-10):1149-1151
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Wendell P. Roop 《Journal of The Franklin Institute》1932,213(2):195-209
Total fluid resistance of a ship or ship model is commonly separated into viscous and dynamic components, corresponding to the tangential and normal components of the forces acting on the boundary surface.This separation has hitherto depended on calculated values of the viscous resistance based on experiments in which dynamic resistance was reduced to a minimum and assumed zero. Irregularities in viscous resistance are known to exist, however. There are two different regimes of flow in which tangential resistances have radically different values and it so happens that ordinary lengths and speeds of ship models bring them near, if not within the range of transition from one regime to the other. On the other hand, the dynamic resistance is still more obscurely related to the elements of geometrical form and speed than is the viscous resistance, and its systematic analysis continues to rest very largely on an empirical basis.The problem is to obtain accurate data as to these two quantities, such as will serve as an adequate basis for theoretical considerations, the only quantity amenable to experiment being their sum. Experimental methods have been refined considerably without bringing a definitive solution. A novel point of view is herewith presented which, it is hoped, may ultimately lead in the desired direction. 相似文献
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As engineering learning experiences increasingly begin in elementary school, elementary teacher preparation programs are an important site for the study of teacher development in engineering education. In this article, we argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities they create for students. We present a comparative case study examining the epistemological framing dynamics of two novice urban teachers, Ana and Ben, as they learned and taught engineering design during a four-week institute for new elementary teachers. Although the two teachers had very similar teacher preparation backgrounds, they interpreted the purposes of engineering design learning and teaching in meaningfully different ways. During her own engineering sessions, Ana took up the goal not only of meeting the needs of the client but also of making scientific sense of artifacts that might meet those needs. When facilitating students' engineering, she prioritized their building knowledge collaboratively about how things work. By contrast, when Ben worked on his own engineering, he took up the goal of delivering a product. When teaching engineering to students, he offered them constrained prototyping tasks to serve as hands-on contexts for reviewing scientific explanations. These findings call for teacher educators to support teachers' framing of engineering design as a knowledge building enterprise through explicit conversations about epistemology, apprenticeship in sense-making strategies, and tasks intentionally designed to encourage reasoning about design artifacts. 相似文献
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Ashley Grant Tristan Hann Rebecca Godwin Daniel Shackelford Tyler Ames 《The Educational forum》2020,84(2):100-113
AbstractTeachers’ autonomy contributes to their development and retention decisions. While proficient teachers would benefit from more autonomy, developing teachers often require more structure and guidance. This article reviews the literature surrounding autonomy and proposes an argument for a Graduated Teacher Autonomy framework: a theoretical tool matching teacher proficiency to autonomy. This dynamic framework has the potential to support the needs of all teachers and could improve teacher satisfaction, retention, development, and administrator–teacher relations. 相似文献
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Influences on students' perceptions of their personal development during the first three years of college 总被引：1，自引：0，他引：1
Patrick T. Terenzini Christos Theophilides Wendell G. Lorang 《Research in higher education》1984,21(2):178-194
This study sought to determine whether students' perceptions of their personal growth are related to their college experiences after controlling for their precollege characteristics, whether the amount of reported development varies over the first three years of college, and whether the influences on students' perceived personal development vary from one year to another. Results indicate that students' self-reported personal development is unattributable to their precollege traits and is remarkably constant from the freshman through junior years. Differences between men and women in reported growth are, however, evident. The sources of influence on reported growth vary over the three years; the only common influence is informal contact with faculty.An earlier version of this paper was presented to the annual Forum of the Association for Institutional Research, Toronto, May 1983. 相似文献