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61.
Learning strategies are an essential tool to enable the autonomous and active learning of mathematics and it is therefore necessary to identify these strategies correctly. The objective of this research is to analyse the factorial structure of the Spanish version of a questionnaire that measures the use of these strategies in the subject of mathematics (Cuestionario de Estrategias de Aprendizaje para las Matemáticas [CEAMA]). We adapt a questionnaire based on the MSLQ (Motivated Strategy for Learning Questionnaire), since it is focused on the context of mathematics learning. The study has been conducted in different schools located in the Basque Country and collects data from 631 students of the second, third and fourth years of compulsory secondary education (ESO). The results show a hepta-scale structure compared to the six-scale structure proposed by the original English version. The difference is detected in the division of metacognitive strategies into two factors: planning and monitoring/regulation. This finding improves data on metacognition in mathematics teaching and learning, making it richer and more exhaustive. The suitability of certain items is discussed. 相似文献
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Schools alone cannot reverse the high rates of school failure in the poorest communities in Europe; they need the contributions of the entire community. Coordination between families, the larger community, and the school has proven crucial to enhance student learning and achievement, especially for minority and disadvantaged families. However, families from such backgrounds often participate in their schools only peripherally because the schools take a ‘tourist’ approach, call parents to inform them about school projects and teachers' programmes, or consult them about decisions to be made by professionals, rather than engaging them in their children's education. In contrast, the INCLUD-ED project studied schools across Europe whose students are culturally diverse and from low SES backgrounds; here, the communities are deeply involved in the schools and the students do well academically. This article focuses on three strategies used by these successful schools to engage immigrant and minority community members in more active, decisive, and intellectual ways and thus have greater impact on the school and the students' learning. It also describes some specific practices of involvement grounded in those strategies and the improvements they generate. Though the schools studied use different practices, the three strategies have been found to contribute to a transformative result in all schools: moving minority and disadvantaged families from the periphery of school participation to the centre.
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Disruptive behavior can waste a great deal of teaching time in the classroom, leading to feelings of frustration in teachers and an increase in academic failure among pupils. Prior research indicates that intervening in these kinds of behaviors improves the classroom atmosphere and facilitates the learning process. With this in mind, the aims of this article are to (a) reduce the incidence of disruptive behaviors such as standing up without the teacher's permission, shouting, fighting, and interrupting the teacher or a fellow classmate, using a combination of the Good Behavior Game (GBG) and Say‐Do‐Report (S‐D‐R) Correspondence training; (b) achieve long‐term maintenance of results following the gradual withdrawal of the intervention; and (c) introduce the GBG in a different educational context than those discussed so far in the empirical literature. The intervention took place with the 15 children of a standard primary classroom (Cycle 1) at a state‐run school in Andalusia (Spain). Using a multiple baseline design across situations, the GBG and Say not‐not Do‐Request not (Sn‐nD‐Rn) Correspondence training were introduced. A significant reduction in the incidence of disruptive behavior was observed, contingent on the respective application of the intervention in each baseline. The combined application of the GBG and the S‐D‐R Correspondence proved to be an effective way of decreasing disruptive behaviors (shouting, interrupting, etc.) in the classroom, and the results were maintained for 1 year following the gradual withdrawal of the treatment. © 2010 Wiley Periodicals, Inc. 相似文献
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Activity profile of top-class association football referees in relation to fitness-test performance and match standard 总被引:1,自引:1,他引:0
The aim of this study was to examine the kinematic activity profiles, cardiovascular responses and physical fitness of top-class football referees (n=11) during the FIFA Confederations Cup 2005. Computerised match-analyses (n=9) were performed with a two-dimensional photogrammetric video system, and the cardiovascular demand imposed on the referees (n=12) was measured using heart rate recordings. Total distance covered was 10,218, s=643 m of which 3531, s=510 m was covered at high intensities (>3.6 m.s(-1)). Both total distance covered (r2=0.59; P=0.02) and high-intensity activities (r2=0.44; P=0.05) were related to the distance covered by the ball in the same match. The referees ran at high speed 37% further (P=0.01) in the actual tournament than during under-17 top-level officiating. After the 5-min interval during which high-speed running peaked, in the following 5 min the performance was reduced by 19% (P=0.01) in relation to the mean of the game. Mean heart rate was 161, s=9 b.min(-1) (86, s=3% of maximal heart rate (HRmax)). Mean heart rate (expressed as percentage of HRmax) was related in part (r2=0.36; P<0.01) to the number of high-intensity activities performed in the same 5-min interval. The results of this study show that: (1) kinematic activity profiles of top-class referees can be influenced by the distance covered by the ball; (2) the amount of high-speed running (>5 m.s(-1)) best describes the physical performance of referees; (3) heart rate recording can be a useful tool to determine the most intense periods of a match and (4) the new fitness tests adopted by FIFA were poor predictors of match activities. 相似文献
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Maximal strength and power, muscle mass, endurance and serum hormones in weightlifters and road cyclists 总被引:1,自引:0,他引:1
Izquierdo M Ibáñez J Häkkinen K Kraemer WJ Ruesta M Gorostiaga EM 《Journal of sports sciences》2004,22(5):465-478
Maximal strength, power, muscle cross-sectional area, maximal and submaximal cycling endurance characteristics and serum hormone concentrations of testosterone, free testosterone and cortisol were examined in three groups of men: weightlifters (n = 11), amateur road cyclists (n = 18) and age-matched controls (n = 12). Weightlifters showed 45-55% higher power values than road cyclists and controls, whereas the differences in maximal strength and muscle mass were only 15% and 20%, respectively. These differences were maintained when average power output was expressed relative to body mass or relative to muscle cross-sectional area. Road cyclists recorded 44% higher maximal workloads, whereas submaximal blood lactate concentration was 50-55% lower with increasing workload than in controls and weightlifters. In road cyclists, workloads associated with blood lactate concentrations of 2 and 4 mmol.l-1 were 50-60% higher and occurred at a higher percentage of maximal workload than in weightlifters or controls. Basal serum total testosterone and free testosterone concentrations were lower in elite amateur cyclists than in age-matched weightlifters or untrained individuals. Significant negative correlations were noted between the individual values of maximal workload, workloads at 2 and 4 mmol.l-1 and the individual values of muscle power output (r = -0.37 to -0.49), as well as the individual basal values of serum total testosterone and free testosterone (r = -0.39 to -0.41). These results indicate that the specific status of the participants with respect to training, resistance or endurance is important for the magnitude of the neuromuscular, physiological and performance differences observed between weightlifters and road cyclists. The results suggest that, in cycling, long-term endurance training may interfere more with the development of muscle power than with the development of maximal strength, probably mediated by long-term cycling-related impairment in anabolic hormonal status. 相似文献
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Esther Ubago-Guisado Alba Gómez-Cabello Javier Sánchez-Sánchez Jorge García-Unanue Leonor Gallardo 《Journal of sports sciences》2015,33(16):1710-1718
The aim of this study was to analyse whether there are differences in bone mass in girls playing different sports. Two hundred girls (10.6 ± 1.5 years old, Tanner stages I–III) participated in the study and were divided into groups of 40 (swimmers, soccer players, basketball players, handball players and controls). Bone mineral content and bone mineral density (BMD) (whole body and hip) were measured using dual-energy X-ray absorptiometry. The degree of sexual development was determined using Tanner test, and physical activity habits were recorded through a questionnaire designed ad hoc for this research. Girls were divided by pubertal stage and the type of sport. In the prepubertal group, intertrochanteric BMD was significantly higher in both handball and soccer players compared with the control group (P < 0.05). Furthermore, in the pubertal group, total BMD, mean arms BMD, pelvis BMD, femoral neck BMD, intertrochanteric BMD and Ward’s triangle BMD were significantly higher in soccer and handball players compared with the control group (P < 0.05), and the swimmers showed significantly higher values in the mean arms BMD compared with the control group (P < 0.01). Our data suggest that sport practice during puberty, especially in activities that support the body weight, may be an important factor in achieving a high peak bone mass and improving bone health in girls. 相似文献