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371.
Rodrigo Ramírez-Campillo Marcelo Vergara-Pedreros Carlos Henríquez-Olguín Cristian Martínez-Salazar Cristian Alvarez Fábio Yuzo Nakamura 《Journal of sports sciences》2016,34(8):687-693
In a randomised controlled trial design, effects of 6 weeks of plyometric training on maximal-intensity exercise and endurance performance were compared in male and female soccer players. Young (age 21.1 ± 2.7 years) players with similar training load and competitive background were assigned to training (women, n = 19; men, n = 21) and control (women, n = 19; men, n = 21) groups. Players were evaluated for lower- and upper-body maximal-intensity exercise, 30 m sprint, change of direction speed and endurance performance before and after 6 weeks of training. After intervention, the control groups did not change, whereas both training groups improved jumps (effect size (ES) = 0.35–1.76), throwing (ES = 0.62–0.78), sprint (ES = 0.86–1.44), change of direction speed (ES = 0.46–0.85) and endurance performance (ES = 0.42–0.62). There were no differences in performance improvements between the plyometric training groups. Both plyometric groups improved more in all performance tests than the controls. The results suggest that adaptations to plyometric training do not differ between men and women. 相似文献
372.
Niaz Mansoor Abd-El-Khalick Fouad Benarroch Alicia Cardellini Liberato Laburú Carlos E. Marín Nicolás Montes Luis A. Nola Robert Orlik Yuri Scharmann Lawrence C. Tsai Chin-Chung Tsaparlis Georgios 《Science & Education》2003,12(8):787-797
This commentary is a critical appraisal of Gil-Pérez et al.'s (2002) conceptualization of constructivism. It is argued that the following aspects of their presentation are problematic: (a) Although the role of controversy is recognized, the authors implicitly subscribe to a Kuhnian perspective of `normal' science; (b) Authors fail to recognize the importance of von Glasersfeld's contribution to the understanding of constructivism in science education; (c) The fact that it is not possible to implement a constructivist pedagogy without a constructivist epistemology has been ignored; and (d) Failure to recognize that the metaphor of the `student as a developing scientist' facilitates teaching strategies as students are confronted with alternative/rival/conflicting ideas. Finally, we have shown that constructivism in science education is going through a process of continual critical appraisals. 相似文献
373.
Sandra M. Chafouleas James L. McDougal T. Chris Riley‐Tillman Carlos J. Panahon Alexandra M. Hilt 《Psychology in the schools》2005,42(6):669-676
This study investigated the similarity of information provided from a daily behavior report card (DBRC) as rated by the teacher to direct observation data obtained from external observers. In addition, the similarity of ratings was compared with variations of problem severity (mild, severe) and teacher training (none, some). Results suggested a moderate association between teacher perceptions of behavior as measured by DBRC ratings and direct observation conducted by an external observer. In addition, 23–45% of the variance in DBRC ratings was consistent with the direct observation data. Severity of the behavior problem or the inclusion of training was not found to significantly affect the similarity of ratings. In summary, results tentatively suggest that the DBRC may be a viable supplement to direct observation for estimating behavior in applied settings. Limitations, future research directions, and implications are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 669–676, 2005. 相似文献
374.
Carlos Soneira José Antonio González-Calero David Arnau 《International Journal of Science and Mathematics Education》2018,16(6):1147-1167
When translating word problems into equations, a common error consists of using the same letter to refer to two different quantities. This error, called multiple referents for the unknown, can be connected to the existence of deictic or indexical expressions within the problem statement. This paper aims to analyse the influence of indexical expressions on the incidence of the multiple referents for the unknown error. Results from a quantitative study with 117 Spanish secondary students show a significantly higher number of such type of error when the problem statement contains indexical expressions. The analysis of students’ performances in subsequent interviews indicates that this error may be due to the fragmented reading of statements. 相似文献
375.
Liliana Angelica Ponguta Carlos Aggio Kathryn Moore Elisa Hartwig Bosun Jang Jelena Markovic 《Early Years: An International Journal of Research and Development》2019,39(3):326-342
We conducted a qualitative study in four countries of the Europe and Central Asia (ECA) region and explored the Early Childhood Education (ECE) policy landscape with an emphasis on the challenges and opportunities decentralization has presented for the provision of services. We content-analyzed ECE policies and documents to map national approaches to ECE. Key informant interviews were conducted to assess the implementation of decentralized ECE governance. An analytical framework that combined core constructs of ECE systems and key domains of decentralization (autonomy, institutional capacity and accountability) was developed and applied. Our analysis points to four overarching processes that contribute to the perpetuation and possible increase of inequitable ECE including (1) sparse mechanisms for participatory and autonomous policy formulation, with few systematic efforts to strengthen local institutional capacities; (2) fragmented policy approaches to promote the assessment and strengthening of quality at scale; (3) funding frameworks and financing schemes that tend to benefit enrolment in contexts of higher levels of economic development; and (4) few mechanisms for coordination to ensure operational coherence across the ECE sector. 相似文献
376.
Progress in the development of an intensive time-series design for use in classroom situations has raised several questions regarding the validity of the data obtained. One such question is related to the effect of frequency of testing upon the data. This study was designed to determine the presence of such an effect. Use of the design with eighth grade students studying a unit on crustal evolution indicated that the frequency of data collection did not adversely affect student attitudes toward the science class nor did it have any measurable effect upon class achievement data. The results of a previous study were also replicated, giving increased confidence in the validity of the data yielded by the intensive time-series design as used in these studies. 相似文献
377.
Carlos J. Álvarez Marcus Taft Juan A. Hernández-Cabrera 《Scientific Studies of Reading》2017,21(2):99-108
A word-spotting task is used in Spanish to test the way in which polysyllabic letter-strings are parsed in this language. Monosyllabic words (e.g., bar) embedded at the beginning of a pseudoword were immediately followed by either a coda-forming consonant (e.g., barto) or a vowel (e.g., baros). In the former case, the embedded word corresponds to the first spoken syllable, whereas it cuts across the syllable boundary in the latter case. Unlike a previous study in English using the same methodology (Taft & Álvarez, 2014), the embedded word was found to be easier to detect when followed by a consonant than a vowel, at least for low-frequency words. It was concluded that phonological recoding is more important in the parsing of Spanish words than English words, where maximization of the coda dominates instead. 相似文献
378.
Luís Gonzalo De la Casa Auxiliadora Mena Juán Carlos Ruiz-Salas Esperanza Quintero Mauricio R. Papini 《Learning & behavior》2018,46(1):49-59
Three experiments explored the link between reward shifts and latent inhibition (LI). Using consummatory procedures, rewards were either downshifted from 32% to 4% sucrose (Experiments 1–2), or upshifted from 4% to 32% sucrose (Experiment 3). In both cases, appropriate unshifted controls were also included. LI was implemented in terms of fear conditioning involving a single tone-shock pairing after extensive tone-only preexposure. Nonpreexposed controls were also included. Experiment 1 demonstrated a typical LI effect (i.e., disruption of fear conditioning after preexposure to the tone) in animals previously exposed only to 4% sucrose. However, the LI effect was eliminated by preexposure to a 32%-to-4% sucrose devaluation. Experiment 2 replicated this effect when the LI protocol was administered immediately after the reward devaluation event. However, LI was restored when preexposure was administered after a 60-min retention interval. Finally, Experiment 3 showed that a reward upshift did not affect LI. These results point to a significant role of negative emotion related to reward devaluation in the enhancement of stimulus processing despite extensive nonreinforced preexposure experience. 相似文献
379.
Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study 下载免费PDF全文
Pedro Rosário José Carlos Núñez Guillermo Vallejo Raquel Azevedo Raquel Pereira Tânia Moreira Sonia Fuentes Antonio Valle 《British Educational Research Journal》2017,43(3):554-571
Low schooling, high non‐attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%–25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half‐day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four‐year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non‐attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture. 相似文献
380.
Collaboration in Visual Culture Learning Communities: Towards a Synergy of Individual and Collective Creative Practice 下载免费PDF全文
Andrea Karpati Kerry Freedman Juan Carlos Castro Mira Kallio‐Tavin Emiel Heijnen 《The International Journal of Art & Design Education》2017,36(2):164-175
A visual culture learning community (VCLC) is an adolescent or young adult group engaged in expression and creation outside of formal institutions and without adult supervision. In the framework of an international, comparative research project executed between 2010 and 2014, members of a variety of eight self‐initiated visual culture groups ranging from manga and cosplay through contemporary art forms, fanart video, graffiti and cosplay in five urban areas (Amsterdam, Budapest, Chicago, Helsinki and Hong Kong) were studied through interview, participant observation and analysis of art works. In this article, collaborative group practices and processes in informal learning environments are presented through results of on‐site observations, interviews and analyses of creations. VCLCs are identified as inspiring, collaborative spaces of peer mentoring that enhance both visual skills and self‐esteem. Authors reveal how identity formation is interrelated with networking and knowledge sharing. Adolescents and young adults become participants of global communities of their creative genres through reinterpretation and individualisation of shared visual repertoires. In conclusion, implications for art education from the VCLC model for creative collaboration are suggested. 相似文献