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91.
Lisa L. Weyandt Katherine M. Fulton Steve B. Schepman Genevieve R. Verdi Kimberly G. Wilson 《Psychology in the schools》2009,46(10):951-961
The purpose of this study was to investigate teacher and school psychologists' knowledge of Attention‐Deficit/Hyperactivity Disorder (ADHD). One hundred thirty‐two kindergarten through 12th‐grade general education teachers, special education teachers, and school psychologists responded to a 24‐item questionnaire concerning treatment and possible causes of ADHD. The results supported the hypothesis that school psychologists' knowledge level of ADHD would be significantly greater than the knowledge level of special and general education teachers, but did not support the hypothesis that the knowledge level of special education teachers would be significantly greater than the knowledge level of general education teachers. Increased years of professional experience was negatively associated with increased knowledge about ADHD. Implications and suggestions for future research are discussed. © 2009 Wiley Periodicals, Inc. 相似文献
92.
Genevieve K. R. Williams 《Journal of sports sciences》2018,36(15):1768-1775
Many important notions in Life Sciences are linked with the idea of cycles, periodicity, fluctuations and transitions. The aim of this paper is to use spectral analysis in a unique way to study and quantify whole body coordination during gait. A participant walked at 3 km/h and ran at 15 km/h on a treadmill for 2 minutes. Position of the approximate center of rotation of the toe, ankle, knee, hip, shoulder, elbow and wrist, heel, PSIS and head were collected (CODAmotion; 100 Hz). Fast Fourier Transform was performed on x-coordinate data of the 1) knee marker; 2) 4 markers attached to the free lower limb (toe, ankle, heel and knee); 3) left and right free lower limbs; 4) whole body (all markers). Gait is described by a largely harmonic and resonant oscillator that operates unilateral free limbs at the stride frequency, and axial regions at the step frequency. Running is described by a more harmonic and resonant oscillating structure than walking, with a 3 times higher Q factor and 47% lower Inharmonicity Index. This method is presented as a way to capture global dynamics of our complex multi-segment system, and presents a novel application of spectral analysis to study coordination. 相似文献
93.
Kristie Jones Newton 《Journal of Mathematics Teacher Education》2009,12(2):89-109
This study was undertaken in order to better understand prospective elementary school teachers’ motivations for working with
fractions before and after taking a course designed to deepen their understanding of mathematics, as well as what instructional
practices might be related to any changes detected in their motivations. Eighty-five education students were given a motivation
questionnaire at the beginning and end of the semester, and observations were made of the 9 days when fractions were taught.
Three levels of teacher data were collected to understand instructional practices. Students’ ratings of the importance and
usefulness of fractions (value), self-concept of ability, and anxiety were near the center of the scale at pre-test, with only value in the desired direction. At posttest, value and self-concept of ability increased while anxiety decreased, but these changes differed somewhat by instructor. In particular, reform-oriented practices, such as engaging
students in high-level discourse, seemed to be associated with lowered anxiety. 相似文献
94.
N. Doy G. McHale M. I. Newton C. Hardacre R. Ge J. M. MacInnes D. Kuvshinov R. W. Allen 《Biomicrofluidics》2010,4(1)
A microfluidic glass chip system incorporating a quartz crystal microbalance (QCM) to measure the square root of the viscosity-density product of room temperature ionic liquids (RTILs) is presented. The QCM covers a central recess on a glass chip, with a seal formed by tightly clamping from above outside the sensing region. The change in resonant frequency of the QCM allows for the determination of the square root viscosity-density product of RTILs to a limit of ∼10 kg m−2 s−0.5. This method has reduced the sample size needed for characterization from 1.5 ml to only 30 μl and allows the measurement to be made in an enclosed system. 相似文献
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Genevieve M. Turner Robert J. Manthei 《International journal for the advancement of counseling》1986,9(4):351-362
This study analysed secondary school students' expressed and actual preferences for counsellor sex and race and also investigated the influence of type of problem on these preferences. A sample of 430 fifth form (15–16 years old) students including 74 Maori/Polynesian males, 109 Maori/Polynesian females, 90 pakeha (European) males, and 87 pakeha females from six schools in two cities completed the Choosing a Counsellor questionnaire. Half the sample were asked to assume they had a vocational problem while the remainder assumed they had a personal problem. 相似文献
99.
Christina Areizaga Barbieri Laura K. Young Kristie J. Newton Julie L. Booth 《Child development》2021,92(5):1984-2005
Fraction knowledge and algebraic skill are closely linked. Algebra is a gatekeeper for advanced courses (Booth & Newton, 2012; Brown & Quinn, 2007). This study uses the person-centered approach of latent profile analysis to examine individual differences in middle schoolers’ (N = 350) algebra performance at the end of the year (EOY). The relative importance of a range of fraction skills is considered in predicting the likelihood of displaying a particular profile of EOY algebra knowledge, measured by feature knowledge, equation encoding, equation solving, and word-problem skills. Notably, fraction number line estimation did not predict algebra performance on any of the four measures. Fraction arithmetic at the beginning of the year is most predictive of displaying the highest performing EOY algebra profile. 相似文献
100.
Rose Mary Newton Aaron Hughey Peter Zeitoun 《Journal of Personnel Evaluation in Education》2001,15(3):233-243
This article reports the results of an empirical study examining whether the benefits of school council service function as incentives for teachers to seek the position. Public school teachers (N = 132) read a recruitment message depicting the financial awards and informal rewards accruing to council members and indicated the likelihood that they would seek the position. Analysis of variance revealed that categories of job benefits (pecuniary, nonpecuniary) interacted with teacher job experience (relatively inexperienced, experienced) to influence teacher ratings of the recruitment message. Teachers with 10 years or fewer than 10 years teaching experience reacted more positively to recruitment messages emphasizing pecuniary job benefits than did teachers with more than ten years teaching experience. The results have implications for policies designed to restructure the educational workplace. 相似文献