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361.
Thomas JR Alderson JA Thomas KT Campbell AC Elliott BC 《Research quarterly for exercise and sport》2010,81(4):432-441
In a review of 46 meta-analyses of gender differences, overhand throwing had the largest gender difference favoring boys (ES > 3.0). Expectations for gender-specific performances may be less pronounced in female Australian Aborigines, because historical accounts state they threw for defense and hunting. Overhand throwing velocities and kinematics were recorded in 30 female and male Aboriginal Australian children 6-10 years old. Results indicated the Aboriginal girls and boys were more similar in horizontal ball velocities than U.S. girls and boys. Throwing kinematics between girls and boys were also more similar in Australian Aborigines than U.S. children. Aboriginal girls threw with greater velocities than U.S., German, Japanese, and Thai girls, while the boys were similar across cultures. 相似文献
362.
Gerald G. Strait Jenna Turner Diana Stinson Samanthia Harrison Rojan Bagheri Tanya Perez Bradley H. Smith Jorge Gonzalez Jacqueline R. Anderson Jill Simpson Sam D. McQuillin 《Psychology in the schools》2020,57(9):1492-1505
Many schools use paraprofessionals to implement and monitor interventions. Though paraprofessionals are cost-effective, many questions remain about the training and skills they need to implement a wide array of school-based interventions. In this study, we compare paraprofessionals' (i.e., undergraduates) implementation of the Group-Academic Mentoring Program for Education Development (Group-AMPED) to school psychology graduate students' implementation of Group-AMPED. Ten paraprofessionals and five school psychology graduate students provided approximately eight sessions of Group-AMPED to 35 sixth-grade students. Results indicated no significant differences between middle school students' engagement when groups were led by either school psychology graduate students or paraprofessionals. Similarly, self-reports of fidelity and supervisor postsession implementation confidence indicated no difference between paraprofessionals and graduate students' implementation of Group-AMPED. Follow-up measures indicated that mentors and proteges perceived Group-AMPED as feasible, acceptable, and understandable. Most importantly, middle school students participating in Group-AMPED had significantly higher second-semester grades in comparison to a small control group. 相似文献
363.
Sans résuméI.R.E.M. de Paris-Sud 相似文献
364.
Kathleen Campana Jacqueline Kociubuk J. Elizabeth Mills 《Public Library Quarterly》2020,39(2):140-156
ABSTRACTThis article reviews the findings from Project VIEWS2, a four-year IMLS-funded study that examined the early literacy impact of public library storytimes, and provides detail on a secondary analysis of storytime spaces that was done using the Project VIEWS2 dataset. The storytimes spaces were explored by looking at the spatial quality, physical literacy environment, and seating of attendees, as these characteristics have been identified as important aspects of early childhood learning environments. Findings across these three characteristics are presented as well as implications and recommendations for more effective storytime practice and space design. 相似文献
365.
In this digital ITEMS module, Dr. Jacqueline Leighton and Dr. Blair Lehman review differences between think-aloud interviews to measure problem-solving processes and cognitive labs to measure comprehension processes. Learners are introduced to historical, theoretical, and procedural differences between these methods and how to use and analyze distinct types of verbal reports in the collection of evidence of test-taker response processes. The module includes details on (a) the different types of cognition that are tapped by different interviewer probes, (b) traditional interviewing methods and new automated tools for collecting verbal reports, and (c) options for analyses of verbal reports. This includes a discussion of reliability and validity issues such as potential bias in the collection of verbal reports, ways to mitigate bias, and inter-rater agreement to enhance credibility of analysis. A novel digital tool for data collection called the ABC tool is presented via illustrative videos. As always, the module contains audio-narrated slides, quiz questions with feedback, a glossary, and curated resources. 相似文献
366.
Parker Caroline E. Stylinski Cathlyn D. Bonney Christina R. DeLisi Jacqueline Wong Joseph Doty Cassie 《Journal of Science Education and Technology》2019,28(5):567-578
Journal of Science Education and Technology - Researchers, evaluators, and practitioners need tools to distinguish between applications of technology that support, enhance, and transform classroom... 相似文献
367.
Susan Rodger Richelle Bird Kathryn Hibbert Andrew M. Johnson Jacqueline Specht C. Nadine Wathen 《Psychology in the schools》2020,57(12):1798-1814
A trauma-and-violence-informed-care (TVIC) system within an educational setting provides a framework of practice that enables schools to become safe and inclusive places for some of the most vulnerable students. Initial teacher education may provide the opportunity to prepare teachers to create classrooms and learning experiences that are safe, equitable, and meet students' needs. A mandatory mental health literacy course for second year teacher candidates in a Bachelor of Education program (n = 287) at a large Canadian university introduced TVIC concepts. A case study approach was used to illustrate both the challenges that students exposed to trauma and/or violence can experience, as well as strategies and knowledge that teachers can use to support these students. This program evaluation used a repeated measures design to survey both attitudes toward trauma informed care for teachers and self-efficacy for teaching using inclusive practices before and after the course. A significant effect of time on both measures revealed an increase in both participants' attitudes toward TVIC and their self-efficacy in using inclusive teaching practices. These findings provide support for the inclusion of these important topics for all teacher candidates. Implications for practice and policy are discussed. 相似文献
368.
369.
Susan D. McMahon Eric Peist Jacqueline O. Davis Elizabeth McConnell Samantha Reaves Linda A. Reddy Eric M. Anderman Dorothy L. Espelage 《Psychology in the schools》2020,57(7):1040-1056
Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher-directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social-ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed. 相似文献
370.
The study purposes were to describe throwing form and gender differences before and after instruction during a game. Children's (ages 6-8, n = 105) throwing form was assessed while they played a game (snowball) using the Body Component Assessment for Throwing in Games to determine the modal developmental levels for the step, trunk, and forearm components. Each student received four 30-min sessions of throwing instruction. There were significant (p < .017) gender differences at each session and for each component. A Wilcoxon-Signed Ranks Test revealed differences (p < .017) between pretest and after instruction for boys' trunk and forearm components and girls'step and trunk components. The improvement after instruction and gender differences were similar to those found in a controlled, practice context. 相似文献