The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade

This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were randomly assigned to a treatment group (Vocabulary Enhanced Systematic and Explicit Teaching Routines [VE-SETR]) or a comparison group that received general vocabulary instruction using the standard reading curriculum with general strategies designed to increase the explicitness of instruction (General Systematic and Explicit Teaching Routines). Results indicated a statistically significant difference in depth of student Spanish vocabulary knowledge favoring the VE-SETR group. Differences on language proficiency in English, general vocabulary knowledge in Spanish, and oral reading fluency in Spanish were not statistically significant. Implications for future research are discussed.     

Mentoring the Next Generation of Higher Education Professionals

ABSTRACT

The loss of significant faculty members comes at a time when public and community expectations for institutions of higher learning have expanded. Public skepticism and the demands for accountability have resulted in greater attention being given to learning outcomes, subject matter, knowledge, proficiency, and capability. This article adds to our understanding of how graduate school operates as a socialization process for individuals who seek an academic career in higher education. Moreover, this article will focus specifically on the challenge of preparing and socializing doctoral students of color to the academy. New expectations require that substantive changes take place in the socialization process of graduate doctoral students in kinesiology if new faculty are to experience an academic environment that is rewarding.     

What do primary students say about school-based social work programmes?

This article focuses on primary school children’s experiences of school-based social work programmes. These students, aged between 6 and 11, and drawn from a student population comprising 28 different cultural backgrounds and from low socio-economic backgrounds, participated in a case study that researched a school-based social work programme, the St Paul’s Model. The importance of this research lies in the fact that in the area of Australian school social work there is no documented information on how primary school children experience school-based social work programmes. Findings indicate that the school-based social work programmes enhanced the social, emotional, and personal well-being of primary school-aged children and provided enhanced social inclusion programmes and access to resources otherwise denied to primary school-aged children located in economically, socially and politically disadvantaged circumstances.     

图书馆焦虑量表的修订及信效度检验

Constance A.Mellon于1986年首次提出了"图书馆焦虑"的概念.1992年,Bostick编制了图书馆焦虑量表来精确测量图书馆焦虑程度.经在吉林大学200余名本科生中的调查分析后,作者修订完成了五个维度63个项目的中文图书馆焦虑量表.五个维度被命名为知识障碍、员工障碍、舒适性障碍、检索障碍与情感障碍.克隆巴赫内部一致性系数范围从0.629至0.823,重测信度范围从0.734至0.822,全量表信度为0.918.     

A Two-Factor Theory of the Warm-Up Effect in Jumping Performance

Abstract

Eighty girls aged 16 were divided into four subgroups and given 1, 2, 4 or 6 min. of stool stepping as a warm-up exercise preceding a six-trial vertical jump test. A test-retest balanced order design was used to exclude the practice effect. It was found that 1 or 2 min. of warm-up improved performance approximately 20 percent, while 4 min. had no effect, and 6 min. impaired performance 27 percent. The results agreed with the predictions of an a priori mathematical model that postulated a slow but large exponential fatigue effect, and a faster but smaller exponential warm-up effect that improved performance. The difference between these two factors was the net improvement from warm-up.