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51.
Benjamin D. Plummer Brian M. Galla Amy S. Finn Sarah D. Patrick David Meketon Julia Leonard Calvin Goetz Elizabeth Fernandez‐Vina Sara Bartolino Rachel E. White Angela L. Duckworth 《Mind, Brain, and Education》2014,8(1):15-20
Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools. 相似文献
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Songning Zhang Michael Wortley Julia Freedman Silvernail Daniel Carson Maxime R. Paquette 《运动与健康科学(英文)》2012,1(2):114-120
PurposeThe purpose of this study was to examine effects of a sport version of a semi-rigid ankle brace (Element?) and a soft ankle brace (ASO) on ankle biomechanics and ground reaction forces (GRFs) during a drop landing activity in subjects with chronic ankle instability (CAI) compared to healthy subjects with no history of CAI.MethodsTen healthy subjects and 10 subjects who had multiple ankle sprains participated in the study as the control and unstable subjects, respectively. The CAI subjects were age, body mass index and gender matched with the control subjects. The arch index and ankle functions of the subjects were measured in a subject screening session. During the biomechanical test session, participants performed five trials of drop landing from 0.6 m, wearing no brace (NB), Element? brace and ASO brace. Simultaneous recording of three-dimensional kinematic (240 Hz) and GRF (1200 Hz) data were performed.ResultsThe CAI subjects had lower ankle functional survey scores. The arch index and deformity results showed greater arch deformity of Element? against a static load than in NB and ASO due to greater initial arch position held by the brace. CAI participants had greater eversion velocity than healthy controls. The ASO brace reduced the first peak vertical GRF whereas Element? increased 2nd peak vertical GRF. Element? brace reduced eversion range of motion (ROM) and peak eversion velocity compared to NB and ASO. In addition, Element? reduced dorsiflexion ROM and increased peak plantarflexion moment compared to NB and ASO.ConclusionResults of static arch measurements and dynamic ankle motion suggest that the restrictions offered by both braces are in part due to more dorsiflexed ankle positions at contact, and higher initial arch position and stiffer ankle for Element?. 相似文献
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Politicians and other leaders in Botswana have recently expressed concerns that the country's ‘youth’ is not taking its citizenship responsibilities seriously. This is in a context of rapid change and development in the last thirty years since Botswana's independence in 1966. The study described here explored the learned perceptions of citizenship responsibility amongst a selection of Botswana's young adults and youth leaders. These perceptions were analysed in relation to theories of social capital citizenship and learning. The findings suggest that the influences of globalisation are producing a shift from traditional communitarian citizenship values to ones of ‘enlightened self interest’. However, civil society is under‐developed and needs nurturing through an educational strategy that encourages participatory approaches to development. Some of the arguments articulated here are elaborated on in a book (Preece & Mosewunyane, 2004). 相似文献
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Abstract This study evaluates the effects of a person-centred counselling intervention on the learning disabled child's self-concept. The participants are children who attend a London borough school for moderate learning difficulties. The study is qualitative and incorporates two parts: (1) practitioner research via a 14 week person-centred counselling intervention; (2) exploration of teachers’ views of the child's self-concept via a pre- and post-intervention questionnaire. The study used person-centred art therapy as an adjunct to counselling. A projective technique was used to measure the child's self-concept.Three out of four child participants indicated an improved self-concept. However, only one out of four teachers’ questionnaires indicated a positive movement within the child. This article explores the difficulties encountered as well as highlighting positive paths, and supposes that the results support carrying out this research project over an extended period and with a larger research group. 相似文献
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Julia Hirst 《Sex education》2013,13(4):399-413
School‐based sexualities and relationships education (SRE) offers one of the most promising means of improving young people's sexual health through developing ‘sexual competence’. In the absence of evidence on whether the term holds the same meanings for young people and adults (e.g. teachers, researchers, policy‐makers), the paper explores ‘adult’ notions of sexual competence as construed in research data and alluded to in UK Government guidance on SRE, then draws on empirical research with young people on factors that affect the contexts, motivations and outcomes of sexual encounters, and therefore have implications for sexual competence. These data from young people also challenge more traditional approaches to sexualities education in highlighting disjunctions between the content of school‐based input and their reported sexual experience. The paper concludes by considering the implications of these insights for developing a shared notion of what SRE is trying to achieve and suggestions for recognition in the content and approaches to SRE. 相似文献
60.
Howard P. Parette Jack J. Hourcade Craig Blum Emily H. Watts Julia B. Stoner Brian W. Wojcik Shannon B. Chrismore 《Early Childhood Education Journal》2013,41(3):171-179
This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented. 相似文献