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151.
Chris Watkins Melanie Mauthner Roger Hewitt Debbie Epstein Diana Leonard 《British Educational Research Journal》2007,33(1):61-74
This article highlights one strand of a study which investigated the concept of the violence‐resilient school. In six inner‐city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of association between the patterns of behaviour and school practices was found: schools with a wider range of well‐connected practices seemed to have less difficult behaviour. Interviews also showed that the different schools had different organisational discourses for construing school violence, its possible causes and the possible solutions. Differences in practices are best understood in connection with differences in these discourses. Some of the features of school discourses are outlined, including their range, their core metaphor and their silences. The authors suggest that organisational discourse is an important concept in explaining school effects and school differences, and that improvement attempts could have clearer regard to this concept. 相似文献
152.
Videogames and spatial skills: An exploratory study 总被引:2,自引:0,他引:2
Diana Gagnon 《Educational technology research and development : ETR & D》1985,33(4):263-275
Fifty-eight undergraduate and graduate students participated in an exploratory study which examined the relationship between
videogames, spatial cognitive skills, and eye-hand coordination. Scores on two videogames were compared with subjects’ scores
on three standardized spatial skills tests and on one test of eye-hand coordination. The subjects were randomly assigned to
either the experimental group (which was provided with five hours of videogame practice) or the control group (which was provided
with no videogame practice). The scores on the two videogames were found to be correlated with different spatial test scores.
Significant sex and age differences were also found on several of the measures. The males scored higher than the females on
spatial orientation, visualization, and the baseline measures on one of the videogames, while the females scored higher than
the males on the test of eye-hand coordination. The age of the subjects was found to be negatively correlated with scores
on the videogames and spatial test scores.
I would like to acknowledge the significant contributions of my advisers Ronald Slaby and Barbara Flagg of Harvard Graduate
School of Education, America’s Game of Somerville, MA, for equipment donation, and John Kao of the Harvard Business School
for donating the use of computer facilities. 相似文献
153.
Diana Burton 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):50-55
In the rush to identify the tasks of school mentors in school‐based teacher training the changes to the role of the higher education tutor have been neglected. It is argued here that the role exists in an organic relationship with school mentors and intending teachers, within evolving teacher education partnerships. A call is made for a shared understanding of that role to be circumscribed by a model of teacher education which prizes the reflective practitioner and school and university mentor roles be complementary within the implementation of this model, it is argued that the recognition of this will enhance the quality of school‐based teacher education. 相似文献
154.
Ana María Velásquez María Adelaida López Natalia Quiñonez Diana Patricia Paba 《Educational Research and Evaluation》2013,19(5-6):407-421
Children and youth coming from disadvantaged socioeconomic backgrounds are at risk of developing behavioural problems. This study examined the efficacy of a Yoga programme implemented in a low-socioeconomic status school, for the prevention of depression, anxiety, and aggression. After-school workshops were delivered twice a week during 12 weeks to 125 students in 5th, 8th, and 9th grades, enrolled in a school in Bogotá, Colombia. Participants were randomly assigned to an intervention and to a control group. Children's anxiety, depression, aggression, and some socioemotional competencies (specifically empathy, anger management, and prosociality) were quantitatively assessed before and after the intervention, by means of self- and peer-reported questionnaires. Qualitative data were also collected to assess children's perceived benefits from the workshops. Results suggested a potential of the programme to reduce children's anxiety problems, in particular. Results are discussed in terms of recommended improvements to the programme and its future evaluation. 相似文献
155.
This study examines usage patterns of psychology e-books and equivalent print titles held in Texas A&M University (TAMU) Libraries collections. The authors sought to determine how well PsycBOOKS, a specialized subject-based collection, serves users' needs. Results support evidence-based collection acquisition and management decisions of books in print and electronic formats. Major findings indicate that PsycBOOKS is a critical and cost-effective resource supporting the TAMU user community and that hybrid print and electronic collections should coexist to support a variety of user information needs. 相似文献
156.
Diana Greene 《Slavic & East European Information Resources》2013,14(4):210-222
This article discusses librarianship and literary scholarship as operating under separate paradigms, or ways of looking at the world, and considers the relationship between them. Each of these paradigms, it is suggested, generates distinctive research tools that combined can expand our ability to help Slavic and other Humanities literary researchers. 相似文献
157.
Effectiveness of Podcasts Delivered on Mobile Devices as a Support for Student Learning During General Chemistry Laboratories 总被引:1,自引:1,他引:0
Chemistry instructors in teaching laboratories provide expert modeling of techniques and cognitive processes and provide assistance to enrolled students that may be described as scaffolding interaction. Such student support is particularly essential in laboratories taught with an inquiry-based curriculum. In a teaching laboratory with a high instructor-to-student ratio, mobile devices can provide a platform for expert modeling and scaffolding during the laboratory sessions. This research study provides data collected on the effectiveness of podcasts delivered as needed in a first-semester general chemistry laboratory setting. Podcasts with audio and visual tracks covering essential laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones® or iPod touches®. Research focused in three areas: the extent of podcast usage, the numbers and types of interactions between instructors and student laboratory teams, and student performance on graded assignments. Data analysis indicates that on average the podcast treatment laboratory teams accessed a podcast 2.86 times during the laboratory period during each week that podcasts were available. Comparison of interaction data for the lecture treatment laboratory teams and podcast treatment laboratory teams reveals that scaffolding interactions with instructors were statistically significantly fewer for teams that had podcast access rather than a pre-laboratory lecture. The implication of the results is that student laboratory teams were able to gather laboratory information more effectively when it was presented in an on-demand podcast format than in a pre-laboratory lecture format. Finally, statistical analysis of data on student performance on graded assignments indicates no significant differences between outcome measures for the treatment groups when compared as cohorts. The only statistically significant difference is between students who demonstrated a high level of class participation in the concurrent general chemistry lecture course; for this sub-group the students in the podcast treatment group earned a course average that was statistically significantly higher than those in the lecture treatment group. 相似文献
158.
The study of change is based on the idea that the score or index at each measurement occasion has the same meaning and metric across time. In tests or scales with multiple items, such as those common in the social sciences, there are multiple ways to create such scores. Some options include using raw or sum scores (i.e., sum of item responses or linear transformation thereof), using Rasch-scaled scores provided by the test developers, fitting item response models to the observed item responses and estimating ability or aptitude, and jointly estimating the item response and growth models. We illustrate that this choice can have an impact on the substantive conclusions drawn from the change analysis using longitudinal data from the Applied Problems subtest of the Woodcock–Johnson Psycho-Educational Battery–Revised collected as part of the National Institute of Child Health and Human Development's Study of Early Child Care. Assumptions of the different measurement models, their benefits and limitations, and recommendations are discussed. 相似文献
159.
Rute Santos Jorge Mota Diana A. Santos Analiza Monica Silva Fatima Baptista Luis B. Sardinha 《Journal of sports sciences》2013,31(16):1510-1518
AbstractThis study aimed to produce age- and sex-specific physical fitness reference data for Portuguese youth; to report the prevalence of youth in the healthy zone of physical fitness according to the FITNESSGRAM® criteria; to verify the agreement between the Portuguese physical fitness percentiles and the FITNESSGRAM® healthy zones. In 2008, 22,048 Portuguese children and adolescents (10–18 years) were evaluated. Physical fitness (curl-ups, push-ups, 20-m shuttle run and modified-back-saver-sit-and-reach tests) was evaluated using the FITNESSGRAM® Test Battery 8.0. Smoothed percentile curves were estimated using Cole’s LMS method. Boys consistently outperformed girls in every physical fitness test, except for the modified-back-saver-sit-and-reach tests. In both sexes and for all physical fitness tests, higher percentile values were observed at older ages. The 50th percentile of all physical fitness tests had the highest accuracy to discriminate between under healthy zone and healthy zone of the FITNESSGRAM®. Portuguese schools and physical education teachers may considerer the 50th percentile for age and sex or the FITNESSGRAM® criteria for classifying participants in the healthy zone as acceptable cut-offs, above which youth should be considered fit. These reference values can be used as normative data and for baseline values for subsequent surveillance of the physical fitness of Portuguese youth. 相似文献
160.
Paula Clara Santos Sandra Abreu Carla Moreira Diana Lopes Rute Santos Odete Alves 《Journal of sports sciences》2013,31(14):1398-1408
AbstractThe aims of the this prospective study were to analyse physical activity (PA) engagement during the first and second trimesters, considering the different guidelines published on PA, to document the individual characteristics associated with the accomplishment of these guidelines and to examine pregnant women’s perceived barriers to leisure PA, using a socioecological framework. A sample of 133 pregnant women in two stages – at 10–12 weeks’ gestation (T1) and 20–22 weeks’ gestation (T2) – were evaluated. PA was assessed by accelerometry during the T1 and T2 evaluation stages. Socio-demographic characteristics, lifestyle factors and barriers to leisure PA were assessed via questionnaire. A large proportion of women (ranging from 32% to 96%) did not reach the levels of PA recommended by the guidelines. There were no significant differences between T1 and T2 with regard to compliance with PA recommendations. A decrease in PA levels from T1 to T2 was noted for all recommendations. No associations were found between participants’ characteristics and adherence to the recommendations in T1 and T2. No significant differences were found in barriers to leisure PA between T1 and T2. The most commonly reported barriers to leisure PA were intrapersonal, not health related. Our results indicate that there were no differences between trimesters regarding compliance of PA recommendations, and perceived barriers were similar in both trimesters. 相似文献