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Eva Diniz Luciane da Rosa Piccolo Maria Clara Pinheiro de Paula Couto Jerusa Fumagalli Salles Silvia Helena Koller 《教育心理学》2014,34(7):787-798
This study investigated children and adolescents’ school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (Mage?=?11.13, SD?=?1.8), 51% of them female, from grade one to eight, living either with family (n?=?474) or in care institutions (n?=?153). Participants answered individually the Teste de Desempenho Escolar (School Performance Test) and the Structured PRONEX Interview. Findings indicated a main effect of time on school performance (i.e., writing, reading and arithmetic). Furthermore this main effect was further qualified by a time and developmental context interaction and by a time and gender interaction. Interactions revealed that the participants from care institutions attained more significant increases in writing and reading than participants living within a family context; and that girls attained more significant increases in writing than boys. Therefore, school performance progress appears as affected by developmental contexts and gender. The findings reveal how school performance needs to be observed as a multidimensional variable, affected by individual characteristics but also by external ones. 相似文献
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The teaching practicum is often considered as a compulsory activity for enculturating new members into the teacher community by providing opportunities to experience teaching in action. However, the practicum is rarely conceptualized in terms of its transformative potential. In this study, we report the results of a two-year ethnography study of a teaching practicum in Brazil based on the {coteaching | cogenerative dialoguing} model. Our study shows that the practicum does not have to be a mere induction experience, but that it also may be the transformative locus for (a) the practicum participants (new teachers, school teachers, teacher educator, and students) and (b) school and university/school relationships, and (c) of the practicum activity itself. The results show the potential of the practicum to transform individual and collective agency. Implications are discussed for reorganizing the teaching practicum. 相似文献
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Abstract The aim of the study was to evaluate the short and medium term use of personalised insoles, produced by combining additive manufacturing (AM) with three-dimensional (3-D) foot scanning and computer aided design (CAD) systems. For that, 38 runners (19 pairings) were recruited. The experimental conditions were: personalised and control. The personalised condition consisted of trainers fitted with personalised glove fit insoles manufactured using AM and using foot scans to match the plantar geometry of the feet. The control condition consisted of the same trainers fitted with insoles also manufactured using AM but using scans of the original insole shape. Participants were allocated to one of the experimental conditions and wore the trainers for 3 months. Over this period they attended three laboratory sessions (at months 0, 1.5 and 3) and completed an Activity Diary after each training session. The footwear was evaluated in terms of discomfort and biomechanics. Lower discomfort ratings were found in the heel area (P ≤ 0.05) and for overall fit (P ≤ 0.05), with the personalised insole. However, discomfort was reported under the arch region for both conditions. With regard to the biomechanical data, differences between conditions were detected for ankle dorsiflexion at footstrike (P ≤ 0.05), maximum ankle eversion (P ≤ 0.05) and peak mean pressure under the heel (P ≤ 0.01): the personalised condition had lower values which may reduce injury risk. The personalisation of the geometry of insoles through advances in AM together with 3-D scanning and CAD technologies can provide benefits and has potential. 相似文献
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INTRODUCTION Communication networks are growing quickly. Throughput, delays and losses become unpredictable because of heterogeneity and congestion. This results in lack of quality of service. Today’s solution is based on standard video codecs (as MPEG-2) that do not allow scalability and yield low quality at low bit-rates, complex forward error correction (FEC) codes that are not easily used with time-varying channels and must be set to face the worst case, and automatic repeat re- q… 相似文献
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Luciane R. Piccolo Claudia Hofheinz Giacomoni Annelise Julio-Costa Susani Oliveira John Zbornik Vitor G. Haase Jerusa F. Salles 《Early Childhood Education Journal》2017,45(4):537-543
Elevated levels of anxiety have been associated with students’ poor academic performance. Research on domain-specific anxiety patterns in reading has demonstrated that reading anxiety is associated with, yet distinctive from, general anxiety. Reading anxiety is an unpleasant emotional reaction experienced by students when reading; it is a specific phobia, situational type. Although reading anxiety has been largely studied in the context of second language acquisition (L2), there is a lack of new research on reading anxiety related to first language learning (L1). In this article we investigate the concept of reading anxiety, as well as the instruments that have been used to evaluate it. Finally, we present the repercussions of reading anxiety upon students’ reading performance and discuss the importance of evaluating reading anxiety as a route to better understandings of reading disabilities. 相似文献
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Belmiro Freitas De Salles Marcos Doederlein Polito Karla Fabiana Goessler Pietro Mannarino Thiago Torres Matta Roberto Simão 《European Journal of Sport Science》2016,16(8):927-931
In its last position stand about strength training, the American College of Sports Medicine recommends a rest interval (RI) between sets ranging between 1 and 3?min, varying in accordance with the objective. However, there is no consensus regarding the optimal recovery between sets, and most studies have investigated fixed intervals. Therefore, the aim of this study was to analyse the effects of fixed versus self-suggested RI between sets in lower and upper body exercises performance. Twenty-seven healthy subjects (26?±?1.5; 75?±?15?kg; 175?±?12?cm) were randomly assigned into two groups: G1: lower body exercises and G2: upper body exercises. Squat and leg press 1 repetition maximum (1RM) were tested for the G1 and bench press and biceps curl 1RM for G2. After the 1RM tests, both groups performed three sets to concentric failure with 75% of 1RM in combination with different RIs (2?min or self-suggested) on separate days and the exercises performance was evaluated by the number of repetitions. The results demonstrated no significant differences in the number of repetitions between 2?min and self-suggested RIs that presented similar reductions with the sets progression. It was also shown that the self-suggested RI spent less time recovering than the 2?min RI group on average. This suggests that for individuals with previous experience, the self-suggested RI can be an effective option when using workloads commonly prescribed aiming hypertrophy. Also, the self-suggested RI can reduce the total training session duration, which can be a more time-effective strategy. 相似文献
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The aim of this study was to investigate relations between lexical-semantic processing and two components of reading: visual word recognition and reading comprehension. Sixty-eight children from private schools in Porto Alegre, Brazil, from 7 to 12 years, were evaluated. Reading was assessed with a word/nonword reading task and a reading comprehension task. Lexical-semantic processing was evaluated with a semantic priming experiment. Correlations were conducted in order to examine the relations between semantic priming effects (SPEs) and performance in reading tasks. Regression analyses were performed to test the hypothesis that word reading mediates the relation between semantic priming and reading comprehension. The results showed that SPEs correlated with both word reading and reading comprehension measures. Additionally, partial mediation by word reading was found for the prediction of reading comprehension by SPEs. The results are discussed in the context of reading models and other studies relating semantic priming and reading measures. 相似文献
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