AN INVESTIGATION OF RELATIONS AMONG ACADEMIC ENABLERS AND READING OUTCOMES     

Lyndsay N. Jenkins  Michelle Kilpatrick Demaray 《Psychology in the schools》2015,52(4):379-389

The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third‐, fourth‐, and fifth‐grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000 ). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores.  相似文献   

Body composition of female road and track endurance cyclists: Normative values and typical changes     

Eric C. Haakonssen  Martin Barras  Louise M. Burke  David G. Jenkins  David T. Martin 《European Journal of Sport Science》2016,16(6):645-653

The aims of this study were to describe normative values and seasonal variation of body composition in female cyclists comparing female road and track endurance cyclists, and to validate the use of anthropometry to monitor lean mass changes. Anthropometric profiles (seven site skinfolds) were measured over 16 years from 126 female cyclists. Lean mass index (LMI) was calculated as body weight?×?skinfolds^?x. The exponent (x) was calculated as the slope of the natural logarithm of body weight and skinfolds. Percentage changes in LMI were compared to lean mass changes measured using dual-energy X-ray absorptiometry (DXA) in a subset of 25 road cyclists. Compared to sub-elite and elite cyclists, world class cyclists were (mean [95% CI]) 1.18?kg [0.46, 1.90] and 0.60?kg [0.05, 1.15] lighter and had skinfolds that were 7.4?mm [3.8, 11.0] and 4.6?mm [1.8, 7.4] lower, respectively. Body weight (0.41?kg [0.04, 0.77]) and skinfolds (4.0?mm [2.1, 6.0]) were higher in the off-season compared to the early-season. World class female road cyclists had lower body weight (6.04?kg [2.73, 9.35]) and skinfolds (11.5?mm [1.1, 21.9]) than track endurance cyclists. LMI (mean exponent 0.15 [0.13, 0.18]) explained 87% of the variance in DXA lean mass. In conclusion, higher performing female cyclists were lighter and leaner than their less successful peers, road cyclists were lighter and leaner than track endurance cyclists, and weight and skinfolds were lowest early in the season. LMI appears to be a reasonably valid tool for monitoring lean mass changes.  相似文献   

An Integrative Model for the Study of Developmental Competencies in Minority Children   总被引：36，自引：0，他引：36  

Cynthia García Coll  Keith Crnic  Gontran Lamberty  Barbara Hanna Wasik  Renee Jenkins  Heidie Vázquez García  Harriet Pipes McAdoo 《Child development》1996,67(5):1891-1914

  相似文献   

Children’s recognition and recall of picture and word stimuli     

Joseph R. Jenkins  Wesner B. Stack  Stanley L. Deno 《Educational technology research and development : ETR & D》1969,17(3):265-271

  相似文献   

Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology?     

Scott L. Graves JR.  Lynda Brown Wright 《Psychology in the schools》2007,44(8):865-872

The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007.  相似文献   

The Development of Empathic Concern in Siblings: A Reciprocal Influence Model     

Marc Jambon  Sheri Madigan  André Plamondon  Ella Daniel  Jennifer M. Jenkins 《Child development》2019,90(5):1598-1613

This study utilized actor–partner interdependence modeling to examine the bidirectional effects of younger (M_age = 18 months) and older siblings (M_age = 48 months) on later empathy development in a large (n = 452 families), diverse (42% immigrant) Canadian sample. Controlling for parenting, demographic characteristics, sibling relationship quality, and within-child stability in empathic concern, both younger and older siblings’ observed empathic concern uniquely predicted relative increases in the other's empathy over a period of 18 months. The strength of the partner effects did not differ by birth order. Sex composition moderated the younger sibling partner effect, whereas age gap moderated the older sibling partner effect. This study highlights the important role that siblings play in enhancing the development of care and concern for others.  相似文献   

Teaching and nurturing: changing conceptions of self as teacher in a case study of becoming a teacher     

Robert V. Bullough JR  J. Gary Knowles 《International journal of qualitative studies in education》2013,26(2):121-140

Interest is growing in better understanding how teachers think and how they come to think like teachers. From a theoretical orientation informed by insights gained from symbolic inter‐actionism, recent research in the role metaphors play in self‐understanding, and schema theory, the authors present a case study of the first year of teaching of a divorced mother of five young children. Over the course of the year this teacher's understanding of herself as teacher changes, as indicated by changes in her personal teaching metaphor, teacher is nurturer. The reasons for these changes are explored. Of particular note is the struggle this teacher has balancing the demands of home and work. Finally, some implications for teacher education are discussed.  相似文献   

Participation in learning and wellbeing among older adults     

Andrew Jenkins 《International Journal of Lifelong Education》2013,32(3):403-420

The objective of this research was to identify the effects of participation in learning on the subjective wellbeing of older adults. Data were from the English Longitudinal Study of Ageing (ELSA), a large-scale, nationally representative survey of those aged 50 and above. The survey contains several wellbeing measures and information on three types of learning: formal courses, music/arts/evening classes and gym/exercise classes. Multiple regression analyses were applied to the change in wellbeing outcomes between two survey waves. The key finding was that music, arts and evening classes were significantly associated with changes in each of the measures of subjective wellbeing. Formal courses and gym/exercise classes were not significantly associated with wellbeing, after controlling for other factors.  相似文献   

String vibration dampers do not reduce racket frame vibration transfer to the forearm     

Li FX  Fewtrell D  Jenkins M 《Journal of sports sciences》2004,22(11-12):1041-1052

In this study, we examined the effect of string vibration damping devices on reducing racket frame vibration transfer to the forearm. Twenty participants volunteered to hold a tennis racket stationary in a forehand and backhand stroking position while tennis balls were fired at 20 m x s(-1) towards two impact locations, the node of vibration and the dead spot. A three-way analysis of variance with repeated measures on damping condition, impact location and stroke condition was performed on the data. The resonant frequency of the hand-held racket was found to be approximately 120 Hz. No significant differences in amplitude of vibration at the resonant frequency were found for the wrist or the elbow when damped and non-damped impacts were compared. Impacts at the dead spot produced greater amplitudes of vibration (P < 0.01) but no interaction between impact location and string dampers was evident. The string dampers had no effect on the grip force used or the muscle electrical activity in the forearm after impact. In conclusion, we found that string dampers do not reduce the amount of racket frame vibration received at the forearm. We suggest that string dampers remain a popular accessory among tennis players because of their acoustic effects and psychological support rather than any mechanical advantage.  相似文献   

Temporal aspects of the VO2 response at the power output associated with VO2peak in well trained cyclists--implications for interval training prescription     

Laursen PB  Shing CM  Jenkins DG 《Research quarterly for exercise and sport》2004,75(4):423-428

The power output achieved at peak oxygen consumption (VO2peak) and the time this power can be maintained (i.e., Tmax) have been used in prescribing high-intensity interval training. In this context, the present study examined temporal aspects of the VO2 response to exercise at the cycling power that output well trained cyclists achieve their VO2peak (i.e., Pmax). Following a progressive exercise test to determine VO2peak, 43 well trained male cyclists (M age = 25 years, SD = 6; M mass = 75 kg, SD = 7; M VO2peak = 64.8 ml x kg(-1) x min(-1), SD = 5.2) performed two Tmax tests 1 week apart. Values expressed for each participant are means and standard deviations of these two tests. Participants achieved a mean VO2peak during the Tmax test after 176 s (SD = 40; M = 74% of Tmax, SD = 12) and maintained it for 66 s (SD = 39; M = 26% of Tmax, SD = 12). Additionally, they obtained mean 95% of VO2peak after 147 s (SD = 31; M = 62% of Tmax, SD = 8) and maintained it for 95 s (SD = 38; M = 38% of Tmax, SD = 8). These results suggest that 60-70% of Tmax is an appropriate exercise duration for a population of well trained cyclists to attain VO2peak during exercise at Pmax. However, due to intraparticipant variability in the temporal aspects of the VO2 response to exercise at Pmax, future research is needed to examine whether individual high-intensity interval training programs for well trained endurance athletes might best be prescribed according to an athlete's individual VO2 response to exercise at Pmax.  相似文献