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781.
Technology purchased for use in the classroom often goes unused. We identify a primary reason for the lack of technology integration as ineffectively developed professional development opportunities for teachers. Then we recommend a sustained, administrative‐supported and mentor‐supported approach to professional development as an alternative to the ineffective traditional approach. The importance of considering the role of teachers' attitudes and beliefs on their use of technology in professional development is also discussed. 相似文献
782.
783.
The aim of this study was to establish the influence of weather and pitch conditions on the frequency and nature of rugby injuries. Observers at 26 senior rugby clubs in the Borders District of the Scottish Rugby Union reported all injuries to 1169 (96%) registered players at Saturday home and away matches during the 1993-94 season (August 1993 to April 1994). Weather and pitch conditions at 112 grounds were recorded on 605 occasions; 1268 Borders teams played at these grounds,with 344 injury episodes being sustained. Matches were played in dry weather for three-quarters of these occasions. There was a moderate association between weather and the state of the pitch (Spearman's rank correlation, r = -0.46, P ? 0.001), with heavier pitches occurring in wetter weather. Logistic regression revealed that there were significant month-of-season (P = 0.003), wind strength (P = 0.008) and temperature (P = 0.011) effects on the risk of injury. On four of five occasions when matches were played in a downpour of rain, at least one injury episode occurred. Our results show that the month of the season and the weather may influence the occurrence of rugby injuries, but that the state of the pitch does not. Further studies are required to investigate these factors in more detail. 相似文献
784.
Access arrangements are the way in which awarding bodies for public examinations in England, such as the General Certificate of Secondary Education, make reasonable adjustments for students with special educational needs and disabilities. SENCos have expressed concerns about the onerous nature of managing requirements for access arrangements, both administratively and practically, but there has been little explanation of why an apparently straightforward process proves so challenging. In this study, the development of a whole-school system to improve the administrative and practical management of access arrangements is used to seek to understand how the requirements set (and re-set) annually interact with school systems and processes to render the administration of access arrangements potentially complex, time-consuming and unpredictable. Scotland's flexible, school-led framework of requirements for the management of public examination assessment arrangements is highlighted as potentially more fit-for-purpose for the organisation of statutory reasonable adjustments for educational assessment. 相似文献
785.
Joseph P. Allen Meghan A. Costello Amanda F. Hellwig Corey Pettit Jessica A. Stern Bert N. Uchino 《Child development》2023,94(6):1610-1624
Adolescent success providing satisfying support in response to a close friend's call in a caregiving task was examined as a potentially fundamental developmental competence likely to predict future social functioning, adult caregiving security, and physical health. Adolescents (86 males, 98 females; 58% White, 29% African American, 8% mixed race/ethnicity, 5% other) were followed from ages 13 to 33 (1998–2021) using multiple methods and reporters. Early caregiving success was found to predict greater self- and partner-reported caregiving security, lower negativity in adult relationships, and higher adult vagal tone. Results are interpreted as advancing our understanding beyond simply recognizing that adolescent friendships have long-term import, to now identifying specific capacities within friendships that are linked to longer-term outcomes. 相似文献
786.
Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological well-being, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12–15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative education provision. Semi-structured interviews with each participant were conducted and analysed using constructivist thematic analysis. Three themes and four sub-themes were identified. The themes were: (1) Self-esteem, with sub-themes motivation and reward, and self-awareness, (2) Emotional benefits with strategy building, and support and (3) Identification. Participants valued AAI as a positive intervention which aided their psychological well-being. Findings emphasise the effectiveness of AAIs for young people with neurodevelopmental disorders in both a therapeutic and an educational context. 相似文献
787.