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531.
E. Caroline Wylie Christine J. Lyon 《Assessment in Education: Principles, Policy & Practice》2015,22(1):140-160
The paper examines the breadth and quality of formative assessment implementation of 202 mathematics and science teachers who participated in a two-year, school-based professional development programme that focused on formative assessment. Results are triangulated using three sources of data: baseline and end-of-Year 2 data from an annual survey, logs that were completed daily at six two-week time points and reflections on formative assessment techniques that the teachers wrote weekly during the log collection periods. The data indicate that while teachers made significant improvements in some areas, certain aspects of formative assessment are less emphasised and there are some patterns around quality of implementation that suggest more targeted professional development is warranted. 相似文献
532.
ABSTRACT This paper examines and integrates findings from six investigations of similarity in concept development for children with and without handicapping conditions. The studies were designed to ensure comparability and are brought together to provide fuller understanding. They were carried out with children who have hearing, language or visual impairments as well as with those termed mentally retarded. Similarity in sequence of development was strongly supported by scalogram analyses in every investigation. The educational implications of common orderings are clear. Similarity in structure was supported in the case of non‐retarded and retarded children with no known organic condition. Further study is needed before conclusions are drawn about structure and retarded children who have organic conditions. 相似文献
533.
Daphne Meadmore Caroline Hatcher Erica Mcwilliam 《International journal of qualitative studies in education》2013,26(5):463-476
The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and purpose of genealogy as a method deriving from the work of Michel Foucault. The authors then indicate how such understandings were applied by each of them to a particular scholarly task. In elaborating the uses and the pitfalls of genealogical approaches by this means, the writers makeit clear that thereis no blueprint for genealogical use. Rather, working through genealogical methods demands from the researcher a strong grasp of the epistemological and theoretical tensions involved in asking how our present educational practices function as they do. 相似文献
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536.
ABSTRACT This article focuses on primary teachers’ beliefs about teaching and learning and in particular about their preferred ways of teaching; how they integrate National Curriculum requirements into their teaching programmes and their views about stereotyped ‘models’ of pedagogy. The authors conclude that learning and teaching are understood as highly complex and cannot be subsumed under one particular model. They suggest that most primary school teachers adopt an eclectic approach, but that frequently they are confused about the content of the mix or which approach might be most appropriately used in any particular context. 相似文献
537.
Jos A. T. Poloni Adriana de Oliveira Vieira Caroline R. M. dos Santos Ana-Maria Simundic Liane N. Rotta 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)
IntroductionEpithelial cells (ECs) are structures regularly observed during urine microscopy analysis. The correct identification of EC subtypes can be useful since renal tubular epithelial cells (RTECs) are clinically relevant. We investigate the urinary ECs report and the judgement of its clinical importance by Brazilian laboratories.Materials and methodsA survey with four questions was made available to participants of the Urinalysis External Quality Assessment Program (EQAP) from Controllab. Laboratories composed 3 groups: (1) differentiating ECs subtypes: “squamous”, “transitional” and “RTECs”; (2) differentiating ECs subtypes: “squamous” or “non-squamous” cells; (3) without ECs subtype identification. Participants did not necessarily answer to all questions and the answers were evaluated both within the same laboratory’s category and within different categories of laboratories.ResultsA total of 1336 (94%) laboratories answered the survey; Group 1, 119/140 (85%) reported that ECs differentiation is important to the physician and 62% want to be evaluated by EQAP, while in Group 3, 455/1110 (41%) reported it is useful to them, however only 25% want be evaluated by EQAP. Group 2 laboratories 37/51 (73%) reported that the information is important, but only 13/52 (25%) are interested in an EQAP with differentiation of the 3 ECs subtypes.ConclusionMost of the laboratories do not differentiate ECs in the three subtypes, despite the clinical importance of RTECs. Education of laboratory staff about the clinical significance of urinary particles should be considered a key priority. 相似文献
538.
Caroline Göpfert Mikko V. Pohjola Vesa Linnamo Olli Ohtonen Walter Rapp Stefan J. Lindinger 《Sports Engineering》2017,20(2):141-153
The purpose of this paper was to present and evaluate a methodology to determine the contribution of bilateral leg and pole thrusts to forward acceleration of the centre of mass (COM) of cross-country skiers from multi-dimensional ground reaction forces and motion capture data. Nine highly skilled cross-country (XC) skiers performed leg skating and V2-alternate skating (V2A) under constant environmental conditions on snow, while ground reaction forces measured from ski bindings and poles and 3D motion with high-speed cameras were captured. COM acceleration determined from 3D motion analyses served as a reference and was compared to the results of the proposed methodology. The obtained values did not differ during the leg skating push-off, and force–time curves showed high similarity, with similarity coefficients (SC) >0.90 in the push-off and gliding phases. In V2A, leg and pole thrusts were shown to contribute 35.1 and 65.9% to the acceleration of the body, respectively. COM acceleration derived from ground reaction forces alone without considering the COM position overestimated the acceleration compared to data from motion analyses, with a mean difference of 17% (P < 0.05) during leg push-off, although the shapes of force–time curves were similar (SC = 0.93). The proposed methodology was shown to be appropriate for determining the acceleration of XC skiers during leg skating push-off from multi-dimensional ground reaction forces and the COM position. It was demonstrated that both the COM position and ground reaction forces are needed to find the source of acceleration. 相似文献
539.
Chris Saward John G. Morris Mary E. Nevill Caroline Sunderland 《European Journal of Sport Science》2019,19(3):315-326
This mixed-longitudinal study examined the development of match skills in elite male youth footballers (aged 11–18 years), while considering the effect of playing status, maturity status, and playing position. Across two seasons, 126 elite male youth footballers were assessed in 1–10 competitive matches (401 player-matches). For each match, the on-the-ball actions of each player were recorded using a notation system. The match skills observed were frequencies of successful passes, on-target shots, dribbles, crosses, clearances, and tackles/blocks/interceptions. Multilevel Poisson analysis was used to model the development of players, with regard to each match skill. Modelling revealed significant (p?.05) age-related changes in the frequency of several match skills. That is, dribbles increased, on-target shots, crosses and tackles/blocks/interceptions decreased, whereas changes in successful passes were position-specific. Players retained by an academy performed more dribbles compared to released players (p?.05) (e.g. retained vs. released 18-year-old centre forward?=?4.1 vs. 2.0 dribbles per hour), and retained defenders performed more tackles/blocks/interceptions than released defenders (p?.05) (e.g. retained vs. released 18-year-old, on-time maturing centre back?=?12.5 vs. 10.2 tackles/blocks/interceptions per hour). Moreover, compared to on-time maturing players, early maturing players performed more tackles/blocks/interceptions (p?.05) (e.g. on-time vs. early maturing retained 18-year-old centre back?=?12.5 vs. 15.2 tackles/blocks/interceptions per hour). Playing position affected all match skills (p?.05). The developmental profiles of match skills presented here may support experts in identifying and developing talented footballers across a wide age range, while considering the influence of maturity status and playing position. 相似文献