排序方式: 共有119条查询结果,搜索用时 15 毫秒
111.
Angelos Vlahoyiannis George Aphamis Gregory C. Bogdanis Giorgos K. Sakkas Eleni Andreou Christoforos D. Giannaki 《运动与健康科学(英文)》2021,10(4):387
PurposeThis systematic review aimed to describe objective sleep parameters for athletes under different conditions and address potential sleep issues in this specific population.MethodsPubMed and Scopus were searched from inception to April 2019. Included studies measured sleep only via objective evaluation tools such as polysomnography or actigraphy. The modified version of the Newcastle–Ottawa Scale was used for the quality assessment of the studies.ResultsEighty-one studies were included, of which 56 were classified as medium quality, 5 studies as low quality, and 20 studies as high quality. A total of 1830 athletes were monitored over 18,958 nights. Average values for sleep-related parameters were calculated for all athletes according to sex, age, athletic expertise level, training season, and type of sport. Athletes slept on average 7.2 ± 1.1 h/night (mean ± SD), with 86.3% ± 6.8% sleep efficiency (SE). In all datasets, the athletes’ mean total sleep time was <8 h. SE was low for young athletes (80.3% ± 8.8%). Reduced SE was attributed to high wake after sleep onset rather than sleep onset latency. During heavy training periods, sleep duration and SE were on average 36 min and 0.8% less compared to pre-season and 42 min and 3.0% less compared to in-season training periods, respectively.ConclusionAthletes’ sleep duration was found to be short with low SE, in comparison to the general consensus for non-athlete healthy adults. Notable sleep issues were revealed in young athletes. Sleep quality and architecture tend to change across different training periods. 相似文献
112.
Based on the results of a large-scale study regarding the role of secondary education teachers, we tried to develop an emancipatory teaching programme within the framework of a critical pedagogy of empathy. This teaching strategy is a three-stage process, during which a constant teacher–student interaction, attentive listening and interchange of roles are emphasised, so as to foster empathy. The first stage includes understanding the students’ perspectives and giving value to their experiences. When the channels of communication are open and teachers get into their students’ shoes, material relevant to the students’ experiences is presented at the second stage, while students are encouraged to question the prevailing status quo and to raise their voices in institutional contexts in which they have traditionally been silenced. Finally, during the third stage, students disseminate self-gained knowledge and thoughts with a view to creating a better future and a different society, as part of the broader mission of informed, democratic, critical, empathetic and active citizens. 相似文献
113.
Eleni Dimitrellou Philip Macmillan Brahm Norwich 《Journal of Research in Special Educational Needs》2023,23(1):12-23
School closures due to the COVID-19 pandemic uncovered the overriding need to create engaging online learning environments to facilitate students' learning. This paper focuses on the online evaluation of Own-Voice Intensive Phonics (OVIP) approach, a computer-assisted instruction programme used during the COVID restrictions to help 15 pupils aged 7–12 with reading difficulties improve their reading. Analysis of Single Word Reading pre-and-post-test revealed a 3.2-year mean word reading age gain over a 19- to 22-week period. Questionnaire data from pupils and parents and the end of OVIP session and parent-reported data at a one-year follow-up demonstrated an overall increase in pupil reading skills and self-confidence that transferred into wider confidence and engagement for some pupils. Findings indicate that OVIP might be an effective teacher-mediated programme in supporting pupils with reading difficulties to enhance their reading skills through online tutoring. Further research is necessary to compare teacher-mediated own voice approaches to unmediated programmes, using a larger sample. 相似文献
114.
David Chodos Eleni Stroulia Sharla King Mike Carbonaro 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):24-35
Virtual worlds are gaining momentum as a platform for delivering simulation‐based educational experiences to students. However, a key aspect of virtual world‐based education that has received little attention is recording and analyzing students' in‐world actions. This capability is essential for assessing what students have learned through their simulation experience, and engaging the students in post‐simulation reflective learning. In this research, we present a framework for recording and analyzing students' actions in a virtual world. This framework is based upon pedagogical theories of exploratory and experiential learning, and is defined in a virtual‐world agnostic manner. The framework consists of two parts: (1) the Avatar Capabilities Model, which defines the educationally relevant actions that a student can take within a virtual world and (2) the Simulation Capture and Analysis toolkit that records and analyzes these actions, from an educational perspective. These analyses provide instructors with systematically collected evidence of the students' actions during their virtual world experience. This alleviates the need for instructors to directly observe students, thereby allowing for the scaling‐up of virtual worlds use in education. We have demonstrated the usefulness of the tool via a pilot study, with two students, in an emergency medical education context. 相似文献
115.
George K. Georgiou Timothy C. Papadopoulos Eleni L. Kaizer 《Reading and writing》2014,27(8):1379-1394
The present 10-year longitudinal study examined how rapid automatized naming (RAN) components—articulation time and pause time—relate to reading fluency. Seventy-five Greek-speaking children were followed from Grade 1 to Grade 10 and were assessed five times (in Grades 1, 2, 4, 6, and 10) on RAN (digits and objects) and reading fluency (word reading efficiency, phonemic decoding efficiency, and text reading fluency). The results indicated first that a substantial amount of variance in reading fluency was accounted for by what articulation time and pause time shared. In addition, the unique contribution of pause time to reading fluency decreased across time and the unique contribution of articulation time increased across time. Viewed in conjunction with the developmental changes in the RAN components, our findings suggest that the RAN tasks are processed and executed in different ways across time. 相似文献
116.
Research Findings: Most infant teachers have been prepared to be early childhood educators with minimal theoretical or practical exposure to infancy. This study highlights the outcomes of a professional development program (PDP) designed to support a group of infant teachers who lacked specific infancy preparation to re-envision their roles. Data sources included videotapes, focus groups, conversational interviews, reflective journaling, and artifacts. A PDP, tailored to the needs of the teachers, was developed in process in response to the outcomes of each step of the study. Findings highlight how teachers’ existing beliefs inform current practice, teachers gain insight through new PDP strategies, and teachers’ reflections on routines contribute to effective practice. Practice or Policy: Our PDP provided opportunities for reflection and pedagogical challenges as a means of creating space for educators to build a more grounded infant teacher identity. Implications of these findings are discussed in relation to infant teacher preparation and in-service training. 相似文献
117.
Reviewer assignment is an important task in many research-related activities, such as conference organization and grant-proposal adjudication. The goal is to assign each submitted artifact to a set of reviewers who can thoroughly evaluate all aspects of the artifact’s content, while, at the same time, balancing the workload of the reviewers. In this paper, we focus on textual artifacts such as conference papers, where both (aspects of) the submitted papers and (expertise areas of) the reviewers can be described with terms and/or topics extracted from the text. We propose a method for automatically assigning a team of reviewers to each submitted paper, based on the clusters of the reviewers’ publications as latent research areas. Our method extends the definition of the relevance score between reviewers and papers using the latent research areas information to find a team of reviewers for each paper, such that each individual reviewer and the team as a whole cover as many paper aspects as possible. To solve the constrained problem where each reviewer has a limited reviewing capacity, we utilize a greedy algorithm that starts with a group of reviewers for each paper and iteratively evolves it to improve the coverage of the papers’ topics by the reviewers’ expertise. We experimentally demonstrate that our method outperforms state-of-the-art approaches w.r.t several standard quality measures. 相似文献
118.
Education and Information Technologies - Harnessing the potential of wikis in teacher education is a significantly challenging task. Researchers suggest that incorporating wikis in the educational... 相似文献
119.
This study explored the schooling experiences of secondary-aged pupils with and without SEND attending three mainstream schools in England . Thirty-seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools and light is shed on their perspectives of what an inclusive school should be. Of significance contributing to pupils' positive or negative feelings about school and their feelings of being included or excluded were: their perceptions of the implementation of approaches to behaviour management; their perceptions of the equitable allocation of teacher support and/or teacher attention; relations with their teachers; whether they found their lessons engaging or ‘boring’; and the extent to which they perceived their voices were heard and subsequently, acted upon. The findings of the study are discussed with reference to Farrell's model of inclusion and an elaboration of the model is proposed as a self-review tool to be used by educational practitioners as an aid to facilitate their inclusion in mainstream provision. 相似文献