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101.
Darlene H. Anderson Scott M. Trinh Paul Caldarella Blake D. Hansen Michael J. Richardson 《Early Childhood Education Journal》2018,46(5):487-496
Students who experience social withdrawal and anxiety (internalizing difficulties) are often overlooked in schools due to the covert nature of their symptoms. The literature lacks empirically supported preventive approaches for kindergarten students who are socially withdrawn and behind their peers in developing social skills. Furthermore, research suggests that parents often are not adequately involved in interventions during this critical period of social development. In response to this need, a school-based intervention was implemented to increase the positive social interaction of three kindergarten students on the playground. Treatment consisted of (a) social skills training, (b) adult mediation, (c) self-evaluation and reinforcement, and (d) parent involvement through home notes. The effects of this intervention were assessed on the playground during recess using partial interval recording of target students’ positive interactions. During implementation of the intervention, all target students demonstrated improvements in social interaction. Future studies should investigate whether addressing the limitations of this study would yield stronger results with this underserved population. 相似文献
102.
Moisés de Hoyo Daniel Dylan Cohen Borja Sañudo Luis Carrasco Alejandro Álvarez-Mesa Juan José del Ojo 《Journal of sports sciences》2016,34(14):1363-1370
ABSTRACTWe analysed the time course of recovery of creatine kinase (CK) and countermovement jump (CMJ) parameters after a football match, and correlations between changes in these variables and match time–motion parameters (GPS-accelerometry) in 15 U-19 elite male players. Plasma CK and CMJ height (CMJH), average concentric force (CMJCON) and average eccentric force (CMJECC) were assessed 2 h before and 30 min, 24 h and 48 h post-match. There were substantially higher CK levels 30 min, 24 h and 48 h (ES: 0.43, 0.62, 0.40, respectively), post-match. CMJECC (ES: ?0.38), CMJH (ES: ?0.35) decreased 30 min post, CMJCON (ES: ?0.35), CMJECC (ES: ?0.35) and CMJH (ES: ?1.35) decreased 24 h post, and CMJCON (ES: ?0.41) and CMJH (ES: ?0.53) decreased 48 h post. We found correlations between distance covered at velocities ≤21 km · h?1 and changes in CK at 24 h (r = 0.56) and at 48 h (r = 0.54) and correlations between CK and distance covered >14 km · h?1 (r = 0.50), accelerations (r = 0.48), and decelerations (r = 0.58) at 48 h. Changes in CMJCON 30 min and 24 h post (both r = ?0.68) correlated with impacts >7.1·G. Decelerations >2 m · s?2 correlated with changes CMJCON (r = ?0.49) at 48 h and CMJECC (r = ?0.47) at 30 min. Our results suggest that match GPS-accelerometry parameters may predict muscle damage and changes in components of neuromuscular performance immediately and 24–48 h post-match. 相似文献
103.
Dylan Wiliam 《Curriculum Journal》2013,24(1):17-29
ABSTRACT This article considers the emphasis on scientific evidence in the practical science curriculum in England and Wales, paying particular attention to some recent research findings concerning children's understanding in this area. The findings suggest that children's ability to conduct investigations in science appears to decline in the early years of secondary school. The authors discuss possible explanations for this decline which, it is suggested, contributes to a general failure among school children to make progress to higher levels of investigative work and in the acquisition of a real understanding of the nature of science itself. 相似文献
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Theresa Richardson Erwin V. Johanningmeier 《International Journal of Educational Research》1998,27(8):293
This chapter addresses the origin, legacy, and persistence of intelligence testing in the United States as a process whereby education was colonized by the field of psychology. The convergence of events which fostered the development of intelligence tests and which maintain them in high standing link the history of schooling to the larger field of social change and reinforce the idea that schools are inseparable from the social climate of which they are a product. Intelligent tests were created as, and are, efficient sorting mechanisms in schools that reflect dominant values and contribute to social stability by justifying unequal educational outcomes as a natural and objective process. In spite of their seemingly meritocratic potential, intelligence tests are a primary mechanism for the reproductive role of schooling in society as reinforcing class, race, and ethnic biases. 相似文献
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