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61.
Camille Thomas Gilbert Fellingham Pat Vehrs 《Measurement in physical education and exercise science》2013,17(2):108-121
The purposes of this study were to develop a notational system to evaluate passing, dribbling, first touch, and individual defensive skills as they relate to success during women's soccer games and to develop a statistical model to weigh the importance of each skill on creating scoring opportunities. Sequences of skills in ten games of a National Collegiate Athletic Association Division I intercollegiate women's soccer team were coded using well defined performance scores and outcomes. The notational analysis system was highly reliable as demonstrated by Spearman's rank correlations (>.98) between the first and second notation of three games for all four skills. The importance scores calculated from a Bayesian model demonstrated that dribbling (.0127) was the most important skill on creating scoring opportunities, followed by first touch (.0079), passing (.0075), and individual defense (.0050). The notational system developed from this study provides coaches with reliable and objective information to improve practice planning and optimize performance. 相似文献
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AbstractPublic education is becoming increasingly privatized as private philanthropic organizations, such as the Bill & Melinda Gates Foundation, and corporations, such as Pearson, dominate the policy-making process, and more students enroll in publicly funded but privately administered charter schools. The privatization of education results from the dominance of neoliberal ideals promoting market competition, individualism, and standardized testing. In response, we call for replacing neoliberalism with social democratic policies emphasizing community, trust, and democratic deliberation. 相似文献
67.
David Dennie Parul Acharya Deirdre Greer Camille Bryant 《Psychology in the schools》2019,56(5):765-780
The study examined the extent that teacher–student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self‐systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which influenced action (engagement), and consequently, influenced outcome (student score and grade point average‐GPA). The findings of the study supported prior research that a TSR positively influenced levels of engagement in the classroom and, consequently, student outcomes as measured by classroom grade point average (GPA) and standardized assessment results. Using an identical methodological setup that substituted student growth percentiles (SGP) for scale scores, it was determined that TSR, basic psychological need satisfaction, and level of engagement do not influence SGP. Implications and potential contributions are discussed. 相似文献
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Allan B. Guzman Sherihan Marie N. Ordoña Camille Jean C. Olalia Marita C. Pacheco Maynard Ivan F. Ong Maria Sharlene O. Pelino 《Asia Pacific Education Review》2006,7(1):62-75
This two-pronged study seeks to ascertain the research psychographic characteristics of a select group of nurse professoriate
(n=37) in a comprehensive university in the Philippines. The quantitative part of the study had an adapted survey questionnaire,
which profiled the demographic and psychographic characteristics of the respondents. Defining the qualitative aspect of the
inquiry was an in-depth interview with five (5) of the respondents chosen purposively to triangulate the data yielded by the
questionnaire. Data were treated statistically and interpretively to describe the phenomenon under inquiry. It is interesting
to note that while the nurse professoriate had shown a positive attitude towards research, variables such as time constraints,
lack of research knowledge, research support structure and motivation hinder them from doing research activities. Implications
of the study to reculturing, restructuring and reformulating efforts in research are also discussed. 相似文献
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Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most?
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Camille Welie Rob Schoonen Folkert Kuiken Huub van den Bergh 《Journal of Research in Reading》2017,40(Z1):S42-S65
- Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.
- In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.
- For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.
- The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).
- The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).
- Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.
- Secondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell, 2003 ).
- We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.
- More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.