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Harriet G. Williams Karin A. Pfeiffer Marsha Dowda Chevy Jeter Shaverra Jones Russell R. Pate 《Measurement in physical education and exercise science》2013,17(3):151-165
The purpose of this study was to develop a valid and reliable tool for use in assessing motor skills in preschool children in field-based settings. The development of the Children's Activity and Movement in Preschool Study Motor Skills Protocol included evidence of its reliability and validity for use in field-based environments as part of large epidemiological studies. Following pilot work, 297 children (3–5 years old) from 22 preschools were tested using the final version of the Children's Activity and Movement in Preschool Study Motor Skills Protocol and the Test of Gross Motor Development (2nd Edition). Reliability of the Children's Activity and Movement in Preschool Study Motor Skills Protocol and interobserver reliability were determined using intraclass correlation procedures (intraclass correlation coefficients; ANOVA). Concurrent validity was assessed using Pearson correlation coefficients to compare the Children's Activity and Movement in Preschool Study Motor Skills Protocol to the original Test of Gross Motor Development (2nd Edition). Results indicated that test reliability, interobserver reliability, and validity coefficients were all high, generally above R/r = .90. Significant age differences were found. Outcomes indicate that the Children's Activity and Movement in Preschool Study Motor Skills Protocol is an appropriate tool for assessing motor development of 3-, 4-, and 5-year-old children in field-based settings that are consistent with large-scale trials. 相似文献
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Abstract Fifty-seven male and female university students were seated individually at a table, blindfolded, and asked to draw a straight line directly away from the center of their bodies. Results indicated that performances with the right hand were, in general, more accurate than those with the left hand. The data also indicated that lines drawn with the right hand veered slightly to the left, while those drawn with the left hand tended to veer to the right. Hand dominance had no effect upon the accuracy of the line-drawing performance. 相似文献
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Susan Feldman Harriet Radermacher Felicity Lorains Terence Haines 《Educational gerontology》2013,39(10):885-898
Research-based community theater can address important life issues in a safe and entertaining environment. This study investigated using a theater performance about widowhood as a medium for facilitating older people's engagement with key life events and countering negative stereotypes. Quantitative questions incorporating semistructured qualitative sections were conducted with 29 older people from a group of 250 audience members who attended the performance. The majority of participants found the performance true to life, enjoyable, of high quality, and a useful learning tool. This study illustrates the potential for wider application of research-based community theater for promoting healthy ageing in older adults. 相似文献
85.
Harriet Jones Kay Yeoman Emma Gaskell John Prendergast 《Assessment & Evaluation in Higher Education》2017,42(8):1233-1246
The transition between school and university can be problematic for students. Understanding students’ expectations about the system they are entering is crucial in effecting a smooth transition. The school system involves small classes, often with teachers who know their students well. In contrast, university involves large class sizes and a degree of anonymity for the student. In the UK, National Student Survey responses for universities show that students are generally less happy about feedback relative to most other issues. The current study investigates school students’ expectations about assessment and feedback practices at university. Students were surveyed across Great Britain in 2006 and 2013. There were some significantly different responses from students between the two years of study in how coursework would be handled, but there were also many areas of consistency, demonstrating a clear pattern of expectation. For example, in both years of study 80% of students expected personal verbal feedback on their university assignments. This study discusses how student expectations may be based on their school experiences, rather than considering the reality of the university system they are entering. Misconceptions may be affecting students’ responses to surveys on assessment and feedback. 相似文献
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Harriet He 《海外英语》2007,(9):10-11
1.Constructive criticism建设性的批评(意见)A:I like constructive criticism.我喜欢建设性的批评。B:Me too.我是。A:But what is often labeled constructive criticism may actually be destructive jealousy.但往往,标着所谓建设性意见的标牌,实际却是出于非常具有破坏性的嫉妒。 相似文献
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Marleen G. Groeneveld Harriet J. VermeerMarinus H. van IJzendoorn Mariëlle Linting 《Early childhood research quarterly》2010
The central question in this study is whether individual variability in children's cortisol levels and wellbeing at childcare can be explained by indices of quality of care and child characteristics. Participants were 71 children from childcare homes and 45 children from childcare centers in the age range of 20–40 months. In both types of settings equivalent measures and procedures were used. In home-based childcare, children experienced higher caregiver sensitivity, lower noise levels, and showed higher wellbeing compared to children in childcare centers. Caregiver sensitivity in home-based childcare – but not in center care – was positively associated with children's wellbeing. Additionally, children displayed higher cortisol levels at childcare than at home, irrespective of type of care. In home-based childcare, lower caregiver sensitivity was associated with higher total production of salivary cortisol during the day. In center-based childcare, lower global quality of care was associated with a rise in cortisol between 11 AM and 3 PM during the day. Quality of care is an important factor in young children's wellbeing and HPA stress reactivity. 相似文献