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141.
This paper evaluates the perceived impact of the National Award (NA) for Special Educational Needs (SEN) Coordination in English mainstream schools. The Award was introduced in 2009 and has been mandatory for all new Special Educational Needs Coordinators (SENCos) since its inception. The framework used for the evaluation is based on the learning outcomes of the NA, which were formulated by the Training and Development Agency and focus on areas related to the pedagogical, managerial and leadership aspects of the SENCo role. Findings suggest that the NA has impacted most significantly on participants’ pedagogy and strategies for removing barriers to learning. Participants’ preparedness for training at post-graduate level is also investigated and consideration is given towards further training and study beyond the completion of the NA. Additionally, the paper investigates areas that are perceived as challenges (e.g. lack of time and leadership status) to the successful implementation of their coordination role and any impact the NA has had in this respect. 相似文献
142.
We draw upon transformational leadership theory to develop an instrument to measure transformational parenting for use with adolescents. First, potential items were generated that were developmentally appropriate and evidence for content validity was provided through the use of focus groups with parents and adolescents. We subsequently provide evidence for several aspects of construct validity of measures derived from the Transformational Parenting Questionnaire (TPQ). Data were collected from 857 adolescents (M(age) = 14.70 years), who rated the behaviors of their mothers and fathers. The results provided support for a second-order measurement model of transformational parenting. In addition, positive relationships between mothers' and fathers' transformational parenting behaviors, adolescents' self-regulatory efficacy for physical activity and healthy eating, and life satisfaction were found. The results of this research support the application of transformational leadership theory to parenting behaviors, as well as the construct validity of measures derived from the TPQ. 相似文献
143.
A comparative study of baseball bat performance 总被引:2,自引:2,他引:0
Alan M. Nathan Joseph J. Crisco R. M. Greenwald D. A. Russell Lloyd V. Smith 《Sports Engineering》2011,13(4):153-162
The results of a comparative study of five aluminum and one wood baseball bats are presented. The study includes an analysis
of field data, high-speed laboratory testing, and modal analysis. It is found that field performance is strongly correlated
with the ball–bat coefficient of restitution (BBCOR) and only weakly correlated with other parameters of the bat, suggesting
that the BBCOR is the primary feature of a bat that determines its field performance. It is further found that the instantaneous
rotation axis of the bat at the moment of impact is very close to the knob of the bat and that the rotational velocity varies
inversely with the moment of inertia of the bat about the knob. A swing speed formula is derived from the field data and the
limits of its validity are discussed. The field and laboratory measurements of the collision efficiency are generally in good
agreement, as expected on theoretical grounds. Finally, the BBCOR is strongly correlated with the frequency of the lowest
hoop mode of the hollow bats, as predicted by models of the trampoline effect. 相似文献
144.
145.
Samantha E. Goldman Carrie A. Glover Blair P. Lloyd Erin E. Barton Maria P. Mello 《Exceptionality》2018,26(3):162-175
Low-income, minority families are underrepresented in the literature on parent training for school-aged children with autism spectrum disorder (ASD). Although the use of visual supports, such as visual schedules, is considered to be an evidence-based practice for children with ASD in school, it is not known whether this strategy is effective for minority, low-income families when implemented by the parent in the home setting. This study used a multiple-baseline across routines design replicated across two African American child-mother dyads to examine the effects of a parent-implemented visual schedule procedure on child independent schedule use and between-activity transitions. Parent participants were trained to implement a visual schedule intervention during home routines. Although a functional relation was demonstrated across routines for one mother-child dyad, results varied across participants, highlighting the importance of treatment fidelity. Implications for future research, including the challenges involved in parent-implemented interventions in low-income settings for minority children with ASD, are addressed. 相似文献
146.
147.
Laura Black Julian Williams Sophina Choudry Kelly Pickard-Smith Bethany Ryan 《Cambridge Journal of Education》2019,49(3):349-368
This paper offers a new methodology for researching children’s identifications in the early primary phase that makes visible the ‘seeds’ of academic dis-/identities, which typically flower later in adolescence. It focuses on the ‘case’ of mathematical identifications (MI) to exemplify how children come to dis/identify from the academic curriculum more broadly. MI is defined as any act where cultural representations of being mathematical are reflected back on to the child by others or the self, as they engage in mathematical activity. Data are presented concerning Bilal and Nico to show identifications in a hybrid home–school mathematics activity that contradict or ‘align’ with MI elicited in school-mathematical activity. It is argued that contradictions between these MIs indicate ‘potential’ development towards disengagement (the case of Nico). This contrasts with home–school alignment involving Bilal’s ‘schoolified’ home activities, which (re)validate school-mathematical activity. It is further argued that this conceptual innovation offers potential for investigating identity in early childhood. 相似文献
148.
Stephen P. Morris Triin Edovald Cheryl Lloyd Zsolt Kiss 《Educational Research and Evaluation》2016,22(7-8):422-439
Based on the experience of evaluating 2 cross-age peer-tutoring interventions, we argue that researchers need to pay greater attention to causal mechanisms within the context of school-based randomised controlled trials. Without studying mechanisms, researchers are less able to explain the underlying causal processes that give rise to results from randomised controlled trials. Studying implementation fidelity is necessary but not sufficient for causal explanation; the study of causal mechanisms through the application of mixed methods is also required. Due to the increasingly complicated nature of many classroom-based innovations that are subject to evaluation, and the potentially distal nature of hypothesised effects, particularly on attainment, programme theory and articulation of mechanisms are essential in enhancing causal explanation and promoting the accumulation of knowledge of what works and why in classroom settings. 相似文献
149.