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71.
TEACHING READING COMPREHENSION TO LEARNERS WITH AUTISM SPECTRUM DISORDER: PREDICTORS OF TEACHER SELF‐EFFICACY AND OUTCOME EXPECTANCY 下载免费PDF全文
Amy L. Accardo Elizabeth G. Finnegan Steven P. Gulkus Clare K. Papay 《Psychology in the schools》2017,54(3):309-323
Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and hierarchical regression analysis were utilized to investigate teacher preparedness to use effective practices, along with the job‐related factors of experience, administrator support, learner verbal ability, and instructional setting, as predictors of (1) teacher perceived self‐efficacy and (2) teacher perceived outcome expectancy teaching reading comprehension to learners with ASD. Study findings, based on 112 teacher participants, indicate that teachers with a higher confidence in using effective practices have both a higher perception of their own ability to teach comprehension (self‐efficacy), and a higher expectation of their own ability to increase instructional outcomes in learners with ASD (outcome expectancy). Implications for practice include professional development recommendations and provision of ongoing support from principals and administrators. 相似文献
72.
Pat O’Connor Clare O’Hagan Eva Sophia Myers Liv Baisner Georgi Apostolov Irina Topuzova 《高等教育研究与发展》2020,39(4):764-777
ABSTRACTThis article is concerned with the source of men’s invisible advantage in the male-dominated disciplines of Science, Technology, Engineering and Mathematics (STEM). It is suggested that this advantage has been obscured by combining sponsorship and mentoring. The research asks: Are men or women most likely to be mentored? Is it possible to distinguish between mentoring and sponsorship? Is there gender variation in either or both of these depending on the source – whether from the academic supervisor, line manager or other senior academics? This qualitative study draws on interview data from 106 respondents (57 men and 48 women) at high, mid and early levels, in four universities: one each in Bulgaria, Denmark, Ireland, and Turkey. It shows that both men and women received mentoring from their PhD supervisor, albeit with slightly different reported nuances. Men were more likely than women to receive sponsorship in that relationship. Both men and women received sponsorship from the Head of Department, whose wider responsibilities may have reduced homophily. Men were more likely than women to receive sponsorship and mentoring from senior men, with most women indicating a lack of access to such senior academics. By distinguishing between mentoring and sponsorship, this article contributes to our understanding of the way male dominance in STEM is perpetuated and suggests the source of men’s invisible advantage in STEM. 相似文献
73.
Clare J. A. Mitchell 《Journal of Cultural Economics》1993,17(2):55-67
Conclusions This paper has demonstrated that visitors to professional theatre companies located in towns and villages of southern Ontario contribute to the economic well-being of the local economy. Furthermore, it has been documented that while all communities receive some monetary benefits, spatial variations are found to exist. These discrepancies are a function of differences in the average expenditures of non-local residents and the total number of visitors attending the theatre event. As expected, average expenditures appear to be highest in communities supporting a large commercial sector which are capable of sustaining a touris market. Moreover, the number of visitors attending a theatre event appears to be greatest in small communities supporting an established theratre company. 相似文献
74.
Despite current moves in the UK to limit class sizes for young children in school, there is still a disturbing lack of research evidence on the effect of class size differences on pupils' educational progress and experience. Past research has concentrated on the effects on outcomes such as pupils' school attainments in basic areas. Much less is known about classroom processes that might mediate any such effects, though such knowledge is more useful for practice and policy. Drawing on a current programme of research at the Institute of Education, University of London, this paper identifies five processes likely to be connected to class size: within class grouping practices, the nature and quality of teaching, pupil attention in class, pupil adjustment to school and effects on teachers' morale, stress and enthusiasm. Relevent research is reviewed, and in line with this research the paper concentrates on the primary school years. 相似文献
75.
The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress
Peter Blatchford Paul Bassett Penelope Brown Clare Martin Anthony Russell Rob Webster 《British Educational Research Journal》2011,37(3):443-464
In recent years there has been an unprecedented increase in support staff in schools in England and Wales. There were widespread expectations that this will be of benefit to teachers and pupils but there has been little systematic research to address the impact of support staff. This study used a naturalistic longitudinal design to investigate the relationship between the amount of support (measured by teacher estimates and systematic observation) and pupils’ ‘Positive Approaches to Learning’ (PAL) and academic progress. There were over 8000 pupils across two cohorts and seven age groups. Results on PAL were not straightforward by there was a consistent trend for those with most support to make less academic progress than similar pupils with less support, and this was not explained by characteristics of the pupils such as piror attainment or level of special educational need. 相似文献
76.
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78.
Clare Martin 《British Journal of Special Education》2021,48(2):175-195
Despite progression in policy towards greater inclusion over the last four decades, teacher insecurities regarding a lack of expertise in special educational needs and disability (SEND) remain. This qualitative case study research investigated the influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND. Baseline and end-of-study surveys were undertaken with teachers (n = 13) and support staff (n = 8) who would be working with a visually impaired pupil for the first time. Classroom observations and end-of-study interviews were undertaken with teachers in Key Stage 2 (n = 2) and Key Stage 3 (n = 5). Addressing VI inclusion did not require significant acquisition of specialist knowledge but could be managed successfully through ongoing, small-scale changes. These changes were sufficient to trigger reflection on the choice of pedagogical approaches and challenge teachers’ conceptions of inclusion through changed knowledge and understandings of how some children learn. Findings support the view that what constitutes special in addressing SEND is less a need for specific pedagogical strategies but rather teacher capacity for reflection and reappraisal such that they deepen their understanding of inclusive practice. 相似文献
79.
Richard A. Brindle Clare E. Milner 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(2):235-244
AbstractInsufficient hip neuromuscular control may contribute to non-contact sport injuries. However, the current evaluative test of hip neuromuscular control, the single-leg squat, requires hip abductor muscle strength to complete. The purpose of this study was to develop the hip control test (HCT) and determine the test’s reliability and construct validity. Nineteen healthy adults visited the laboratory twice. The HCT is a 10-s test of reciprocal toe-tapping accuracy. Both automated and manual HCT ratings were recorded simultaneously during each visit. Additionally, eccentric hip abductor torque was measured. HCT reliability was assessed with intra-class correlation coefficients (ICC). Agreement between automated and manual ratings was determined with Bland–Altman plots. Construct validity was established if HCT performance significantly decreased with a secondary cognitive task (p < 0.05). Bivariate regression determined the relationship between HCT performance and eccentric hip abductor torque. Automated and manual HCT ratings both had moderate reliability (ICC = 0.72) and yielded similar results (limits of agreement = ?1 to 2 taps). The HCT had construct validity (p = 0.001), and no correlation with hip abductor muscle strength (r = 0.213). Thus, the HCT is a reliable and valid test. The HCT is simple to administer and measures hip neuromuscular control separately from strength. 相似文献
80.
Bahadorreza Ofoghi John Zeleznikow Clare Macmahon Jan Rehula 《Journal of sports sciences》2016,34(7):607-612
Performance in triathlon is dependent upon factors that include somatotype, physiological capacity, technical proficiency and race strategy. Given the multidisciplinary nature of triathlon and the interaction between each of the three race components, the identification of target split times that can be used to inform the design of training plans and race pacing strategies is a complex task. The present study uses machine learning techniques to analyse a large database of performances in Olympic distance triathlons (2008–2012). The analysis reveals patterns of performance in five components of triathlon (three race “legs” and two transitions) and the complex relationships between performance in each component and overall performance in a race. The results provide three perspectives on the relationship between performance in each component of triathlon and the final placing in a race. These perspectives allow the identification of target split times that are required to achieve a certain final place in a race and the opportunity to make evidence-based decisions about race tactics in order to optimise performance. 相似文献