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51.
52.
Celia Harding Candace Wade Kirsty Harrison 《Journal of Research in Special Educational Needs》2013,13(4):242-250
Mealtimes are identified as an important learning environment where socialisation and language development takes place. Caregivers can facilitate the structure of a child's learning in the mealtime setting. The aim of this study was to gain an understanding about the nature of communication in a normal population during mealtimes. This is important to help understanding about the nature of communication and interaction in children with disabilities during mealtimes. Participants were six typically developing preschool children aged from 8 months to 3;05 years. Caregivers of the children supported their child having a typical meal at home. Each mother–child dyad was video‐recorded by the researchers during a typical meal for up to 30 minutes. Each recording was transcribed by the researchers, and specific communicative features were counted and coded; caregiver comments about appropriate mealtime behaviour, child verbal and nonverbal initiation, caregiver questions and comments about meal enjoyment, caregiver praise of child, and caregiver repetition to coax feeding. A caregiver questionnaire was also completed to obtain information about the child's feeding, any early history of feeding difficulties and typical mealtime routine. The results indicated that the most considerable difference were between the dyads who had reported early feeding difficulties and those who had not reported any. Carers who supported children who had a history of early feeding difficulties used more language to manage and guide the child's behaviour during the mealtime. Caregivers who reported early feeding difficulties appeared to be more concerned with how their child was presenting at the meal (i.e., appropriate behaviour and meal enjoyment). This information has important implications for supporting children with complex needs during mealtimes. 相似文献
53.
Frank H. Walkey John McClure Luanna H. Meyer Kirsty F. Weir 《Contemporary educational psychology》2013
Underachievement and failure to complete school have long-term negative consequences for students. Aspirations regarding completion of secondary school that predict achievement outcomes are related to factors amenable to intervention. This study investigates relationships between academic achievement and self-reported educational aspirations, motivation, affiliation with peers and teachers, and attributions. Survey participants were 5369 Year 10 and Year 11 students at 19 nationally representative secondary schools in New Zealand, and available achievement records were sourced for 2439 Year 11 students. Survey data were factor analyzed followed by further examination of relationships across demographic factors, self-reported aspirations, motivational factors (Doing My Best and Doing Just Enough), attributions, and interpersonal affiliations (Teacher and Peer). For Year 11 students, relationships between different factors and subsequent achievement were also analyzed. Students who indicated no aspiration to complete a school qualification were indistinguishable from those with low or moderate aspirations, and the analyses supported only two divergent groups comprising students with either low or high aspirations to complete qualifications. Aspirations were significantly related to different patterns of motivation, affiliation, and attributions predictive of academic achievement. Students of different ethnicity and gender also fell unequally across the two groups. These results suggest that promoting low or even moderate expectations and aspirations for student achievement may actually reinforce lower academic achievement. Instead, teachers and schools should communicate high expectations to prevent school failure and effective interventions to enhance student outcomes. 相似文献
54.
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Amanda M. Younger Robert W. Pettitt Patrick J. Sexton William J. Maass Cherie D. Pettitt 《Journal of sports sciences》2016,34(7):658-663
Epidemiological studies suggest that prolonged sitting increases all-cause mortality; yet, physiological causes underpinning prolonged sitting remain elusive. We evaluated cardiometabolic function during prolonged sitting (5 h) in 10 adults with and without 30 min of moderate exercise leading up to the sitting. Mean arterial blood pressure (MAP), heart rate (HR) and posterior tibial artery blood velocity were measured at baseline and every hour subsequently. Blood glucose was measured at baseline, 3 and 5 h, with consumption of a caloric beverage at 1 h. Seated MAP and HR values were ~17 mmHg (P < 0.001) and ~4 bpm (P < 0.05) higher for the moderate exercise versus sitting conditions. A ~ 4 cm·s?1 (16%) (P < 0.05) decline in posterior tibial artery blood velocity from prolonged sitting was observed, with no benefit conferred from moderate exercise. Postprandial glucose metabolism was not different between conditions (P > 0.05). We conclude prolonged sitting may be related to decreased posterior tibial artery blood velocity. Moreover, an acute bout of moderate exercise does not seem to attenuate cardiometabolic function during prolonged sitting in healthy, young adults. 相似文献
56.
Kirsty Sedgman 《Cultural Trends》2019,28(2-3):103-117
ABSTRACTWith live performance audience research frequently relying on cultural organisations to facilitate access to their audiences, this article addresses the issues involved in evidencing spectators’ responses via discursive methodologies. Recalling a series of empirical projects conducted over the past ten years with a range of theatre practitioners, it examines the conflicts involved in carrying out scholarly studies of audience reception against cultural organisations’ pressures to produce their own ongoing audience evaluations. Examining key concerns about audience research raised by creative practitioners in varying theatrical contexts, from site-specific to building-based work, it addresses the difficulties of understanding live performance reception and aesthetic experience via impact frameworks. It begins by situating these three operations in the context of Knowledge Exchange (KE) between academics within Higher Education Institutions (HEIs) and those in the creative industry sector. 相似文献
57.
Barbara Younger 《Child development》1993,64(1):309-320
Although it is often acknowledged that classification exists in the first year of life, it has been suggested that infants are capable only of implicit categorization, recognizing that something is or is not familiar. In contrast, older children are thought to compare the stimuli or objects they categorize and to explicitly equate different category members. 2 habituation experiments were conducted in an attempt to determine whether 10-month-old infants are capable of explicit categorization. The approach taken was to insert nonmembers into the familiarization sequence in a categorization task. The nonmembers were designed so as to have a predictable effect on infants' performance whether or not these stimuli were included as infants processed the categorical information. The results suggest that infants do explicitly equate category members. Infants appeared to disregard the nonmembers in the familiarization sequence, basing their categorization response instead on the set of instances that were "the same sort of thing." 相似文献
58.
This paper tells the stories of two trainee teachers and their personal experiences of dyslexia. Both informants were English and training to be primary school teachers in England. Through drawing on their own experiences of education, the stories illustrate how dyslexia has shaped the self‐concept, self‐esteem and resilience of each informant. The narratives presented in this paper illustrate powerfully the ways in which teachers can have a positive or negative impact on the self‐concepts of students with dyslexia. Both had been inspired by teachers they had met, and these positive role models had given them the confidence to pursue their own ambitions. However, both had encountered teachers who lacked empathy and patience, and these teachers had a detrimental impact on their self‐concepts. For both of these trainee teachers, personal experiences of dyslexia also shaped their professional identities as teachers. Both trainees described themselves as caring and empathic teachers, suggesting that personal experiences of dyslexia had a positive impact on teacher professional identity. 相似文献
59.
Infants'' Detection of Correlations among Feature Categories 总被引：2，自引：0，他引：2
Barbara Younger 《Child development》1990,61(3):614-620
The present study demonstrates that the infant's ability to detect correlations among attributes extends to correlations among feature categories of the type we might expect to be useful in forming natural object categories. 48 10- and 13-month-old infants were tested using an infant-control habituation procedure. Infants initially were exposed to as many as 12 different animals. 2 attributes were perfectly correlated within the set of habituation stimuli. For example, animals with feathered tails had ears, and animals with furry tails had antlers. The appearance of the correlated features varied across the set of 12 animals. Infants' sensitivity to the pattern of correlation existing within the habituation set was demonstrated by their responses to new stimuli following habituation. Infants generalized habituation to a new animal that preserved the experienced pattern of correlation, but showed an increase in looking to a stimulus that contained a novel combination of the same features. 相似文献
60.
The recent concern with the apparent 'under-achievement' of boys in England's comprehensive schools has led schools to review the potential of single-sex classes as a means of improving performance. This paper reviews the arguments for such a strategy, in the context of one school where such an approach has underpinned the organisation of the school through the last three decades. We examine the rationale behind the original decision to implement single-sex teaching, consider the evolution of the curriculum through time, and discuss the strengths and weaknesses of this mode of organisation from the varying perspectives of parents, students and teachers. We consider whether the strategy has contributed to an improvement in the achievement levels of girls, and discuss the extent to which single-sex teaching has the potential to have a positive impact in raising boys' performance. In reviewing the evidence, we conclude that the single-sex mode of teaching in the school is effective in contributing to high achievement levels, in many contexts providing a conducive and supportive environment for students' learning. We suggest that such groupings may offer more advantages for girls than for boys; we argue that the potential of the system will only be fully realised when it is explicitly recognised that girls and boys do respond differently, in certain contexts, to different teaching-learning styles. 相似文献