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This study focuses on the experience of 20 Spanish faculty members who teach students with disabilities. We conducted semi‐structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students with disabilities, and how they attended, through reasonable adjustments, to the educational needs of their students. Their testimonies produced a profile of professionals who recognise their own shortcomings while valuing the actions that they have undertaken in order to meet the needs of their students. From their perspective, these actions were more closely linked to their own willingness and the students’ efforts than to the training they had received on disability. In this sense, the present study shows that universities must provide more meaningful training in the field of disability and make firm institutional commitments to supporting their faculty members. 相似文献
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Creed Allison McIlveen Peter Perera Harsha 《International Journal for Educational and Vocational Guidance》2021,21(2):285-308
International Journal for Educational and Vocational Guidance - We measured 16 career-related metaphors’ salience to university students and graduates (N = 577). The JOURNEY... 相似文献
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Gerard J. Fogarty Harsha N. Perera Andrea J. Furst Patrick R. Thomas 《Measurement in physical education and exercise science》2016,20(2):81-92
The psychometric properties of the Life Orientation Test-Revised (LOT-R), the Sport Confidence Inventory (SCI), and the Carolina SCI (CSCI) were examined in a study involving 260 athletes. The study aimed to test the dimensional structure, convergent and divergent validity, and invariance over competition level of scores generated by these instruments. Exploratory structural equation modeling (ESEM) supported the measurement models for the SCI and CSCI but favoured a two-dimensional model for the LOT-R. ESEM analyses of the total pool of 33 items indicated satisfactory divergent validity among these optimism and sport confidence measures with the only overlap occurring between the LOT-R and CSCI measures of optimism. The SCI discriminated among athletes participating at different competitive levels and emerged as the most suitable instrument for measuring individual differences in sport confidence. The CSCI emerged as a better measure of optimism in a sporting context than the more general LOT-R. 相似文献
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Chanaka N. Kahathuduwa Vajira S. Weerasinghe Tharaka L. Dassanayake Rajeewa Priyadarshana Arunika L. Dissanayake Christine Perera 《Journal of sports sciences》2016,34(10):923-928
We aimed to determine the effect of task-specific kinetic finger tremor, as indexed by surface electromyography (EMG), on the accuracy of a carrom stroke. Surface EMG of extensor digitorum communis muscle of the playing arm was recorded during rest, isometric contraction and stroke execution in 17 male carrom players with clinically observed finger tremor and 18 skill- and age-matched controls. Log-transformed power spectral densities (LogPSDs) of surface EMG activity (signifying tremor severity) at a 1-s pre-execution period correlated with angular error of the stroke. LogPSDs in 4–10 Hz range were higher in players with tremor than controls during pre-execution (P < 0.001), but not during the resting state (P = 0.067). Pre-execution tremor amplitude correlated with angular deviation (r = 0.45, P = 0.007). For the first time, we document a task-specific kinetic finger tremor in carrom players. This finger tremor during the immediate pre-execution phase appears to be a significant determinant of stroke accuracy. 相似文献
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Indika Perera 《美中教育评论》2010,(11):76-82
ICT （information and communication technologies） add enormous approaches to utilize computing into users＇ daily lives. Every aspect of social needs has been touched by ICT, including learning. VL （virtual learning）, with the life span of slightly above a decade, still looks for possible approaches to enhance its functions with significant pressure from related disciplines for continual improvements. Very recently, with the introduction of Web 2.0, Semantic Web, and 3D （3-Dimensional） Virtual Environments, users have expanded their horizons of expectations. Along with this technology advancement, there has been a noticeable social and demographic transformation from recent years. Sociologists refer these as new generations of the human kind with high intellect, multitasking nature and high awareness of their environments. At present, they are getting into the education stream with high eager for creativity, flexibility and entertainment. Most of the present students in primary and secondary levels in schools show such characteristics and advance their expectations frequently. On the other hand, VL still has not accommodated new social networking and entertainment approaches as it confines to limitations from traditional learning pedagogies and administrative rules. So far, the only successful step it could take forward is the blended learning, which is now fading its novelty. The simple yet foremost essential question is, how far could people retain the students willingly with present VL methods？ Alternatively, will it become another unimpressive rigid approach of learning to the future generations？ This paper discusses possible approaches to evolve VL methods and models to make the future learning enjoyable yet comprehensive task. The paper tries to analyze briefly the different parameters significant to VL in a holistic manner, while providing an abstract model to analyze learning activities. 相似文献
6.
N. L. McCaslin Douglas Thom Harold J. Noah R. Murray Thomas Emile G. Mc Anany Michael Eraut W. Patrick Leonard John Wilson Peter McPhail Haydn Mathias Mohamed Idwan Ganie Willy Wielemans Antonio Valbuena Paz M. Dino Carelli Egbert Jahn Donald K. Sharpes Daya A. Perera Friedhelm Zanter Carole L. Hahn Walter Hahn Linda A. Dove J. A. Akinpelu Ruth W. Salmon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(1):83-119
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Michelle Jones Donnie Adams Mabel Tan Hwee Joo Vasu Muniandy Corinne Jacqueline Perera Alma Harris 《Asia Pacific Journal of Education》2015,35(3):353-365
This article outlines the findings from a contemporary study of principals' leadership practices in Malaysia as part of the 7 System Leadership Study. Recent policy developments within Malaysia have increased principals' accountability and have underlined the importance of the role of the principals in transforming school performance and student learning outcomes. This article draws upon emerging empirical evidence about principals' leadership practices and highlights some of the challenges associated with the new accountability expectations and demands placed upon principals in Malaysia. It provides a contemporary insight into the way in which principals in Malaysia view their leadership practice. The article proposes that despite the pressure on them to secure better school and student outcomes, principals in Malaysia increasingly view their leadership practices as transformational and distributed. 相似文献
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Amy L. Jones Dilani M. Perera‐Diltz Kathleen M. Salyers John M. Laux Wendy S. Cochrane 《Journal of College Counseling》2007,10(1):19-26
The authors compared college adult children of alcoholics (ACOAs) and non‐ACOAs using the Substance Abuse Subtle Screening Inventory‐3 (F. G. Miller, 1999). The results failed to support the hypothesis that ACOAs have higher rates of substance dependence, defensiveness, and codependency than do non‐ACOAs. Practical implications are offered for college counselors. 相似文献
10.
Keegan Curlewis Brook Leung Manesha Perera Peter J. Bazira Katherine A. Sanders 《Anatomical sciences education》2021,14(2):252-262
Anatomical education has suffered from reduced teaching time and poor availability of staff and resources over the past thirty years. Clay-based modeling (CBM) is an alternative technique for teaching anatomy that can improve student knowledge and experience. This systematic review aimed to summarize and appraise the quality of the literature describing the uses, advantages, and limitations of CBM compared to alternative methods of teaching human gross anatomy to students or qualified healthcare professionals. A systematic search of Embase, MEDLINE, Scopus, and Web of Science databases was conducted, and the Medical Education Research Quality Instrument (MERSQI) was used to assess study quality. Out of the 829 studies identified, 12 papers met the inclusion criteria and were eligible for this review. The studies were of high quality, with a mean MERSQI score of 11.50/18. Clay-based modeling can be used to teach all gross anatomical regions, and 11 studies demonstrated a significant improvement in short-term knowledge gain in students who used CBM in comparison to other methods of learning anatomy. Eight studies that included subjective assessment showed that CBM is rated highly. However, some studies showed that students viewed CBM as juvenile and experienced difficulty making the models. Additionally, there is no evidence to suggest that CBM improves long-term knowledge. Clay-based modeling is an effective learning method for human gross anatomy and should be incorporated into the anatomists' toolkit. In the future, more randomized controlled studies with transparent study designs investigating the long-term impact of CBM are needed. 相似文献