Utility and Reliability of an App for the System for Observing Play and Recreation in Communities (iSOPARC®)     

Maria P. M. Santos  Cassiano R. Rech  Claudia O. Alberico  Rogério C. Fermino  Ana P. Rios  João David 《Measurement in physical education and exercise science》2016,20(2):93-98

The app for the System for Observing Play and Recreation in Communities (iSOPARC®) was developed to enhance System for Observing Play and Recreation in Communities data collection and management. The study aim was to examine the usability and inter-rater reliability of iSOPARC®. Trained observers collected data in 16 park areas in two Latin America cities (Curitiba, Brazil; Bogotá, Colombia) using both the original System for Observing Play and Recreation in Communities (mechanical counter) and new iSOPARC® (electronic counter) methods. A total of 8,707 park users (3,958 females and 4,749 males) were observed. Reliabilities among observers were determined using the intraclass correlation coefficient and relative overall agreement (%) in three ways: (a) mechanical versus mechanical, (b) mechanical versus electronic, and (c) electronic versus electronic. When both used mechanical counters comparisons overall agreement was over 78% (intraclass correlation coefficient = .982; p < .001) for variables in all analysis. When one used a mechanical counter and the other used electronic (iSOPARC®) comparisons overall agreement was higher for age (84%; p < .001) than for physical activity (83%; p < .001) variables and average intraclass correlation coefficient was .965. Using both used iSOPARC® comparisons overall agreement was 81% to physical activity and 83% to age group. Results suggest iSOPARC® can be used reliably for examining variables previously validated in System for Observing Play and Recreation in Communities.  相似文献   

Ammonium oxalate treatment: Evaluation by μ-Raman mapping of the penetration depth in different plasters     

Claudia Conti  Chiara Colombo  David Dellasega  Mauro Matteini  Marco Realini  Giuseppe Zerbi 《Journal of Cultural Heritage》2011,12(4):372

This study is focused on the evaluation by μRaman mapping of the penetration depth achieved by ammonium oxalate treatment in different plaster specimens, a hot issue in the conservation field. The role of the carbonatic aggregate particles and the influence of the different variables of the treatment on the penetration depth and on the distribution of the newly-formed phase (whewellite) have been ascertained. Based on the results of μRaman mapping, analyses with Field Emission Scanning Electron Microscopy have been carried out in order to observe the whewellite crystals and the carbonatic aggregate particles involved in the reaction with ammonium oxalate.  相似文献   

ELDER ABUSE DETECTION AND INTERVENTION: A COLLABORATIVE APPROACH By Bonnie Brandl,Carmel Bitondo Dyer,Candace J. Heisler,Joanne Marlatt Otto,Lori A. Stiegel,and Randolph W. Thomas     

Reviewed by Claudia J. Rogers 《Educational gerontology》2013,39(7):645-646

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Feminist pedagogy: looking back to move forward (A feminist formations reader), edited by Robbin D. Crabtree,David Alan Sapp and Adela C. Licona     

Claudia Gillberg 《Gender and education》2010,22(3):348-349

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Romancing Nancy: Feminist Interrogations of Successive Versions of Nancy Drew     

Jacqueline Reid‐Walsh  Claudia Mitchell 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):443-456

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An investigation of the relationship between cognitive complexity and listener‐adapted communication     

Claudia L. Hale 《Communication Studies》2013,64(1):339-344

This study investigated the hypothesis that dyads composed of two cognitively complex individuals would be more successful at a communication task than would dyads composed of two individuals who are both noncomplex. Another hypothesis was that mixed dyads (one person complex, one noncomplex) would be more effective than noncomplex dyads but not as effective as complex dyads. The data supported the hypotheses. When both members of a dyad were complex or when the complex member of a mixed dyad was the person giving directions, the directions were more effective than when both members are noncomplex or when the noncomplex member of a mixed dyad was giving directions.  相似文献   

The uses of affect in education: Chilean government policies     

Claudia Matus 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):235-248

This article draws attention to the uses of affect to produce specific subjectivities and moralities in educational policies. It highlights the connections between specific ideas of the educated subject, the family role presented in governmental educational policies in Chile, and the ways these ideas are linked to the subjectivities and communities which the market requires to function. My argument is that with different intensities, affect regulation has become a strategic component of a government that articulates the relation between ‘right ways to behave at home’ and ‘school success’. As a result, affect makes conservative cultural dispositions look natural. I use discourse analysis to show how these policies use affect to control and monitor behaviors and personal relations, as well circulating cultural logics and ideological structures. I analyze one particular document to show how affect does not work through meanings per se; rather, it circulates productive ideas of families, students' behaviors, and social and cultural frames to organize a ‘good life’.  相似文献   

The Educational and Behavioral Impacts of the Ewing Marion Kauffman Charter School     

Matthew T. Johnson  Cleo Jacobs Johnson  Scott B. Richman  Alicia Demers  Claudia Gentile  Eric Lundquist 《Journal of School Choice》2017,11(3):399-425

The Kauffman School is a public charter school serving students from low-income neighborhoods in Kansas City, Missouri. This paper used a matched comparison group design to estimate the impacts of the Kauffman School on student achievement, attendance, and suspensions. We found that the Kauffman School had large positive impacts on student achievement in mathematics, reading, and science. This paper also used qualitative data to explore possible mechanisms for the school's effects. We found evidence that the Kauffman School's hallmarks are being implemented faithfully, and that stakeholders believe the school's methods are having a positive influence on students' attitudes and performance  相似文献   

Undoing diversity: knowledge and neoliberal discourses in colleges of education     

Claudia Matus  Marta Infante 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):293-307

In this article we analyze discourses of ‘diversity’ in colleges of education in Chile. We contend that the use of discourses of diversity, as reproducing the separation between mainstream subjectivities and those uncontained by the category of normal, is one of the ways universities align themselves with the rules of a democratic society, based on ideas of multicultural understandings and tolerant communities proliferated by inter-governmental institutions such as the Organization for Economic Cooperation and Development (OECD) and others. Our interest is to question the marginalization of cultural politics through the intensification of these discourses. At the same time, we explore the relations between the advancement of neutral discourses of difference and the value-free practices expressed in neoliberal educational agendas. We use discourse analysis to read interviews with future teachers. We understand students’ narratives as perpetuating normative ways of thinking and legitimating those knowledges promoted by institutional curricula.  相似文献   

Factors predicting recall of mathematics terms by deaf students: implications for teaching     

Lang H  Pagliaro C 《Journal of deaf studies and deaf education》2007,12(4):449-460

In this study of deaf high school students, imagery and familiarity were found to be the best predictors of geometry word recall, whereas neither concreteness nor signability of the terms was a significant predictor variable. Recall of high imagery terms was significantly better than for low imagery terms, and the same result was found for high- over low-familiarity and signability. Concrete terms were recalled significantly better than abstract terms. Geometry terms that could be represented with single signs were recalled significantly better than those that are usually fingerspelled or those represented by compound signs. Teachers with degrees and/or certification in mathematics had significantly higher self-ratings for the strongest predictor variables, imagery (visualization), and familiarity, as compared with those without such formal training. Based on these findings, implications for mathematics instruction, teacher education, and research are provided.  相似文献