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This study examined the influence of the challenge level of to-be-learned stimulus on learning strategies in novice and advanced dancers. In Study 1, skill-level appropriate dance routines were developed for novice and advanced jazz dancers. In Study 2, 8 novice and 9 advanced female jazz dancers attempted to learn and remember the two routines in mixed model factorial design, with one between-participants factor: skill level (novice or advanced) and two within-participants factors: routine (easy or difficult) and performance (immediate or delayed). Participants were interviewed regarding the strategies used to learn and remember the routines. Results indicated that advanced performers used atypical learning strategies for insufficiently challenging stimuli, which may reflect characteristics of the stimuli rather than the performer. The qualitative data indicate a clear preference of novice and advanced performers for spatial compatibility of stimuli and response. 相似文献
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Meng Ee Wong Kenneth K. Poon Sarinajit Kaur Zi Jia Ng 《Asia Pacific Journal of Education》2015,35(1):85-97
Relatively little work has focused on inclusive education in Singapore. This study examines the experiences and perceptions of parents whose children with disabilities are attending mainstream secondary schools in Singapore. Data was drawn from interviews with 13 parents of children with mild disabilities. Our findings reveal that parental perspective on inclusive education in Singapore is not only about classroom support but also reflects a deeper concern about whether their children with disabilities will emerge from school as contributing individuals in society. While parents strive to effectively include their children with disabilities in mainstream classrooms, there were dichotomies in their (1) understanding of disabilities, (2) expectations of school support, and (3) expectations for their child with disabilities. Given that academic and social prowess is a critical prerequisite to have a shot at entering the meritocratic Singapore society, the tension parents experience is to gauge a reasonable amount of pressure to exert on their children, the school and themselves as they assert their children's educational entitlements within an imperfect but evolving state of inclusion. 相似文献
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Eva Poon Scott 《Assessment in Education: Principles, Policy & Practice》2012,19(4):431-449
Unlike many other high-stakes exams which test students only at the end of a course, the English A levels use a modular format where students are allowed to resit past units within the course. Since the introduction of resits for A levels in 2000, the A level results have been improving significantly and resits are seen as the main reason for the big increases. Using the findings of research based on the accounts of students and teaching staff, this article examines some of the less obvious effects of resits on student learning than that reflected by exam results in terms of students’ approach to learning. It concludes that allowing unlimited resits in high-stakes exams could produce some undesirable consequences for student learning and could be unfair and unfit for the purposes of the exam. 相似文献
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Computer technology has become a tremendous aid in examining the aging process as it relates to reading by allowing researchers to measure and control processing time. But is the computer a passive player in the study of reading and aging? Are we overlooking interactions between computers and participants using them? This study compared two types of computer presentation (investigator‐paced and self‐paced by the reader) to reading from the printed page. Older adults were most efficient in their reading comprehension when reading from the printed page, while young adults were most efficient from computer‐paced text. Although reading is a highly practiced skill for both young and old adults, the computer method of presentation is much less familiar to old adults. An overestimation of age differences with misleading findings may occur if computers are routinely used to study age differences in reading comprehension. 相似文献
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Weight-making practices have been shown to impair musculoskeletal and physiological function of jockeys. This study investigated the “in-race” heart rate (HR) responses and hydration status during competitive racing, as well as selected physiological and lifestyle parameters of professional jockeys based in Hong Kong. “In-race” HR responses and early morning hydration status of 20 male jockeys were examined in hot and moderate climactic occasions. Additionally, bone mineral density (BMD), dietary intake and lifestyle choices were assessed. Osteopenia was observed in the calcanei of jockeys (left: 0.51 ± 0.06; right: 0.46 ± 0.12 g · cm?2). Energy and protein intake were significantly lower on a race day compared to a non-race day (P < 0.05). “In-race” HRmax values were similar to those from VO2max laboratory tests (186 ± 14 vs. 185 ± 8 bpm). Hypohydration was observed on both racing days. (USG: 1.0247 ± 0.006 and 1.0256 ± 0.0258 mg · L?1 for hot and moderate conditions, respectively). Sauna usage (25.5%) and food restriction (20.4%) were the most common weight-making practices. Current lifestyle choices of jockeys result in suboptimal bone health, hydration status and nutritional intake, which can significantly enhance the fracture risk. Further research should develop exercise and nutrition guidelines for optimising their skeletal health. 相似文献
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Kenneth K. Poon Zijia Ng Meng Ee Wong Sarinajit Kaur 《Asia Pacific Journal of Education》2016,36(1):84-97
In this study, we sought to examine the perceptions of teachers and other school professionals towards the inclusion of secondary school students with special educational needs (SEN), and the associated factors. The Sentiments, Attitudes and Concerns about Inclusive Education Revised scale (SACIE-R) was completed by 131 teachers and school professionals from two mainstream secondary schools in Singapore. The findings revealed an overall neutral attitude towards inclusion. Together, confidence in teaching students with SEN, the level of training SEN support, as well as experience teaching students with SEN account for a large proportion of the variance in ratings of inclusive perceptions. Further analyses revealed that confidence in teaching or supporting students with SEN was found to be a significant predictor of inclusive perceptions. The findings suggest that schools seeking to engage in inclusive practices should focus on ways to develop the confidence of personnel to support students with SEN. Professional development and mentorship were suggested as possible avenues. 相似文献
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Two-level data sets are frequently encountered in social and behavioral science research. They arise when observations are drawn from a known hierarchical structure, such as when individuals are randomly drawn from groups that are randomly drawn from a target population. Although 2-level data analysis in the context of structural equation modeling can be conducted by easily accessible software such as LISREL, the group- and individual-level effects are usually treated as though they are uncorrelated. When extra group variables are measured and their relationships with individual-level variables are studied, the analysis of cross-level covariance structures is of interest. In this article, we propose a model setup framework in Mx that allows the analysis of cross-level covariance structures. An illustrative example is given and a small-scale simulation study is conducted to examine the performance of the proposed procedure. The results show that the proposed method can produce reliable parameter and standard error estimates, and the goodness-of-fit statistics also follow the chi-square distribution in large samples. 相似文献
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Martin Buchheit Adam Allen Tsz Kit Poon Mattia Modonutti Warren Gregson Valter Di Salvo 《Journal of sports sciences》2014,32(20):1844-1857
AbstractDuring the past decade substantial development of computer-aided tracking technology has occurred. Therefore, we aimed to provide calibration equations to allow the interchangeability of different tracking technologies used in soccer. Eighty-two highly trained soccer players (U14–U17) were monitored during training and one match. Player activity was collected simultaneously with a semi-automatic multiple-camera (Prozone), local position measurement (LPM) technology (Inmotio) and two global positioning systems (GPSports and VX). Data were analysed with respect to three different field dimensions (small, <30 m2 to full-pitch, match). Variables provided by the systems were compared, and calibration equations (linear regression models) between each system were calculated for each field dimension. Most metrics differed between the 4 systems with the magnitude of the differences dependant on both pitch size and the variable of interest. Trivial-to-small between-system differences in total distance were noted. However, high-intensity running distance (>14.4 km · h?1) was slightly-to-moderately greater when tracked with Prozone, and accelerations, small-to-very largely greater with LPM. For most of the equations, the typical error of the estimate was of a moderate magnitude. Interchangeability of the different tracking systems is possible with the provided equations, but care is required given their moderate typical error of the estimate. 相似文献