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121.
Sports Engineering - A Monark cycle ergometer is a device globally used in physiological studies to measure the work and energy levels of exercising humans. In this paper a rope-braked cycle... 相似文献
122.
This research sought to explore the impact upon pre-service teachers' orientations towards the arts of a performing arts week within a one-year postgraduate teacher education programme. There is evidence from a range of data collected before, during and after the week that it had helped to strengthen participants' self-image as artistic individuals who recognise the value of the arts in children's education and have enhanced confidence in working with different professionals to teach the arts in a cross-disciplinary way. Within a climate of compliance, this study suggests that pre-service teachers require such experiences to overcome their fear of curriculum innovation. 相似文献
123.
Guided by the emotional security hypothesis, this study reports on the development of a new self-report measure that assesses children's strategies for preserving emotional security in the context of interparental conflict. Participants were 924 sixth, seventh, and eighth graders and a subset of their mothers, fathers, and teachers. Exploratory and confirmatory factor analyses of the Security in the Interparental Subsystem (SIS) Scale supported a seven-factor solution, corresponding well to the three component processes (i.e., emotional reactivity, regulation of exposure to parent affect, and internal representations) outlined in the emotional security hypothesis. The SIS subscales demonstrated satisfactory internal consistency and test-retest reliability. Support for the validity of the SIS Scale is evidenced by its significant links with parent reports of children's overt reactivity to conflict, children's responses to interparental conflict simulations 6 months later, and children's psychological maladjustment and experiential histories with interparental conflict across multiple informants (i.e., child, mother, father, and teacher). Results are discussed in the context of developing recommendations for use of the SIS and advancing the emotional security hypothesis. 相似文献
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126.
Participation,financial support and the marginal student 总被引:2,自引:0,他引:2
This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher
education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school
and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final
year of schooling who are unsure about participation in higher education even though they have prior school achievements typical
of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly
different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial
support that is available and different approaches to information search about participation in HE.
相似文献
Peter DaviesEmail: |
127.
Patrick T. Davies Morgan J. Thompson Meredith J. Martin E. Mark Cummings 《Child development》2021,92(3):1154-1172
This study examined whether childhood interparental conflict moderated the mediational pathway involving adolescent exposure to interparental conflict, their negative emotional reactivity to family conflict, and their psychological problems in a sample of 235 children (Mage = 6 years). Significant moderated-mediation findings indicated that the mediational path among Wave 4 interparental conflict during adolescence, change in youth negative reactivity (Waves 4–5), and their psychological problems (Waves 4–6) was significant for teens who experienced low, rather than high, levels of childhood interparental conflict (Waves 1–3). Supporting the stress sensitization model, analyses showed that adolescents exposed to high interparental conflict during childhood evidenced greater increases in negative reactivity than their peers when recent parental conflicts were mild. 相似文献
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129.
Lynn Davies 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,16(1):183-203
This paper is based on a recently published book, Educating Against Extremism (Davies, Educating Against Extremism, 2008), which explores the potential role of schools in averting the more negative and violent forms of extremism in a country.
It examines the nature of extremism; identity formation and radicalisation; religious belief, faith schools and the myth of
equal value; justice, revenge and honour; and free speech, humour and satire. The paper argues that religious fundamentalism,
as well as state terrorism, needs to be addressed in schools. The argument in the book is for a greater politicisation of
young people through the forging of critical (dis)respect and the use of a secular basis of human rights. Specific forms of
citizenship education are needed, which provide skills to analyse the media and political or religious messages, but also
enable critical idealism to be fostered. 相似文献
130.
Many schools and school systems have been deliberately working towards full implementation of Assessment for Learning for more than a decade, yet success has been elusive. Using a leader's implementation of Assessment for Learning in one school as an illustration, this article examines eight positional leaders’ experiences as they implemented both the ‘spirit and the letter’ of Assessment for Learning at all levels. This longitudinal qualitative research study draws on the experiences of leaders from Alberta, British Columbia, Germany, Georgia, Hawai`i, Manitoba, New Zealand and Ontario. The authors identify five findings that show how positional leaders use Assessment for Learning as the focus for system-wide change, as well as the change process itself. 相似文献