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As teacher educators who have had extensive experience working in the field‐based secondary programs of two universities, the authors recognize the benefits, as well as the challenges, of forming partnerships with secondary educators to design and deliver collaboratively the teacher preparation program. In this article, experiences are shared and some of the major issues related to secondary teacher preparation that have been identified and contemplated are discussed. 相似文献
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ABSTRACT The demands on mathematical problem-solving have increased in almost all school systems internationally and may constitute a barrier for children with special educational needs (SEN). This study explored the role of fluid reasoning (FR), working memory (WM) and complex executive function of planning (EF) in children (N = 62) referred for assessment of SEN, and specifically of risk for mathematical difficulties (MD). Performances on FR, WM and complex EF of planning were used to predict risk for MD. Results showed that planning ability predicted children at risk for MD, beyond FR or WM ability, when comparing with children not at risk for MD. It was concluded that assessing the complex EF of planning in addition to FR and WM ability is crucial in identifying children at risk for MD. The importance of understanding how planning ability affects children’s mathematical problem-solving is discussed, in relation to assessment and teaching practices. 相似文献
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Teresa Smith Billy L. Smith Joan B. Eichler Amy Gilbert Pollard 《Psychology in the schools》2002,39(6):613-619
The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability (n = 115), Learning Disability with Speech Impairment (n = 29), Mental Retardation (n = 40), and Speech Impairment (n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children–III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test–3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613–619, 2002. 相似文献
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Billy Sperlich Matthias Haegele Silvia Achtzehn John Linville Hans-Christer Holmberg Joachim Mester 《Journal of sports sciences》2013,31(6):609-614
Abstract Three textiles with increasing compressive surface were compared with non-compressive conventional clothing on physiological and perceptual variables during sub-maximal and maximal running. Fifteen well-trained endurance athletes (mean ± s: age 27.1 ± 4.8 years, [Vdot]O2max 63.7 ± 4.9 ml · min?1 · kg?1) performed four sub-maximal (～70%[Vdot]O2max) and maximal tests with and without different compression stockings, tights, and whole-body compression suits. Arterial lactate concentration, oxygen saturation and partial pressure, pH, oxygen uptake, and ratings of muscle soreness were recorded before, during, and after all tests. In addition, we assessed time to exhaustion. Sub-maximal (P = 0.22) and maximal oxygen uptake (P = 0.26), arterial lactate concentration (P = 0.16; 0.20), pH (P = 0.23; 0.46), oxygen saturation (P = 0.13; 0.26), and oxygen partial pressure (P = 0.09; 0.20) did not differ between the types of clothing (effect sizes = 0.00–0.45). Ratings of perceived exertion (P = 0.10; 0.15), muscle soreness (P = 0.09; 0.10) and time to exhaustion (P = 0.16) were also unaffected by the different clothing (effect sizes = 0.28–0.85). This was the first study to evaluate the effect on endurance performance of different types of compression clothing with increasing amounts of compressive surface. Overall, there were no performance benefits when using the compression garments. 相似文献
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AbstractWith more graduates, degree outcomes have a renewed significance for high-achieving students to stand out in a graduate crowd. In the United Kingdom, over a quarter of undergraduates now leave university with the highest grade – a ‘first-class’ degree – although students from non-traditional and underprivileged backgrounds are the least likely. This article explores the experiences of high-achieving non-traditional (HANT) university students. Drawing on in-depth interviews with 30 final-year students who are on course to achieve a first-class degree from working-class, minority ethnic and/or mature backgrounds, we examine their pathways to academic success through identity works and negotiations. We argue that early successes are crucial for students to re-evaluate their self-expectations as students who can achieve in higher education, while self-esteem, pride or fear can prevent students from maximising their available resources and opportunities. Implications for practice and policy are discussed, including the reflective advice from HANT students towards academic success. 相似文献
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Science programmes which prepare students to read critically and respond thoughtfully to science-based reports in the media
could play an important role in promoting informed participation in the public debate about issues relating to science, technology
and society. Evidence based guidance about the practice and pattern of use of science-based media in the classroom is limited.
This study sought to identify learning intentions that teachers believe ought to underpin the development of programmes of
study designed to achieve this end-result. Teachers’ views of knowledge, skills and attitudes required to engage critically
with science-based news served as a basis for this study. Teachers developed a pedagogical model by selecting appropriate
statements of learning intentions, grouping these into coherent and manageable themes and coding them according to perceived
level of difficulty. The model is largely compatible with current curricular provision in the UK, highlights opportunities
for interdisciplinary collaboration and illustrates the developmental nature of the topic. 相似文献