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91.
Leah E. Robinson Kara K. Palmer E. Kipling Webster Samuel W. Logan Katherine M. Chinn 《Research quarterly for exercise and sport》2018,89(2):265-271
Purpose: This feasibility study compared the effects of 2 movement programs, traditional and mastery climate (i.e., the Children’s Health Activity Motor Program [CHAMP]), on lesson context and children’s physical activity (PA) levels. A secondary aim was to examine sex differences in PA levels in both programs. Method: Seventy-two preschoolers served as participants and were assigned to a movement program. Physical activity levels and lesson context were assessed with the System for Observing Fitness Instruction Time. Results: Preschoolers in CHAMP spent more time walking (p < .05, d = 3.3), more time in moderate-to-vigorous PA (MVPA; p < .05, d = 3.6), and less time standing (p < .05, d = 3.8) compared with those in a traditional movement program. Boys in both programs spent less time standing (p < .05, d = 4.8) and more time in vigorous activity (p < .05, d = 5.8) and MVPA (p < .05, d = 4.4) compared with girls. During CHAMP, children spent less time engaged in management and knowledge (p < .05, d = 1.4, and p < .001, d = 0.9, respectively) and more time in skill practice (p < .05, d = 1.5). Conclusion: The findings support that participation in CHAMP elicits more MVPA in preschool-age children compared with a traditional movement program. The Children’s Health Activity Motor Program provided children with more class time devoted to skill practice. The program appears to be an innovative approach that is beneficial for PA engagement and could contribute positively to children’s health. 相似文献
92.
Samuel W. Logan Samantha M. Ross Keanu Chee David F. Stodden Leah E. Robinson 《Journal of sports sciences》2018,36(7):781-796
The three aims of this systematic review are to describe: (1) use of the term fundamental motor/movement skills (FMS) in published articles; (2) the quality of definitions; and (3) relative use of process- and product- oriented assessments to measure FMS. The inclusion criteria included: (a) peer-reviewed article, (b) printed in English, (c) published between January 2000 and 31 December 2015, (d) presence of either the term “fundamental motor or movement skill” in the title and/or abstract, and (e) FMS were a measured outcome. There has been an increase in the number of publications on FMS in recent years, with the majority of studies conducted in Australia (n = 41, 33%). Approximately 24% of studies (n = 30) did not provide any explicit definition of FMS. A majority of studies reported the use of process-oriented measures (n = 98, 79%) compared to product-oriented measures (n = 23, 19%), and few studies used both (n = 6, 5%). We recommend that researchers provide: (1) an operational definition of FMS that states FMS are the “building blocks” (or similar terminology) of more advanced, complex movements; (2) specific categories of skills that compose FMS; and (3) at least one specific example of a FMS. 相似文献
93.
Ugur Kale Mete Akcaoglu Theresa Cullen Debbie Goh Leah Devine Nathan Calvert Kara Grise 《TechTrends》2018,62(6):574-584
Computational thinking is one of the skills critical for successfully solving problems posed in a technology driven and complex society. The limited opportunities in school settings to help students develop computational thinking skills underscores the need for helping teachers integrate it in their practices. Besides developing the knowledge of technology, content, and pedagogy, teachers need to recognize the relevance of computational thinking to their teaching, a factor influencing their future practice with it. Drawing from the literature on problem-solving and TPACK framework, this paper discusses strategies, including content-specific examples, problem-solving nature of computational thinking, and the methods of teaching problem-solving for enabling teachers to make the connections between computational thinking and their practices. 相似文献
94.
This article reveals the Foucauldian docile body manufactured within the Department for Education’s special educational needs and disability code of practice 2014 through employment of a theoretical lens of embodiment and an analytical focus on only three words. In problematizing the concepts of support, employment and independence, we seek to upend this docile body juxtaposing such against the active ‘non-productive’ disabled body. We conclude that the Code is riven with ideological assumptions which act as a constraint to the location, form and function of the body. Everybody’s body is sorted and graded according to its ability to fulfil a Conservative work ethic and contribute positively to a society in which bodies are not equally valued. The authors suggest that critical discourse analysis, informed by the outlined conceptualisation of embodiment, could be usefully applied in the critiquing of many policy and guidance documents. 相似文献
95.
Leah Shagrir 《Compare》2015,45(2):206-225
The objective of this research study was to identify the factors affecting the professional characteristics of teacher educators by comparing two models of teacher education. The research findings revealed four major focal points that have an impact on professional characteristics: the operational model adopted by the institution where teacher educators work; the breadth and depth of teacher educators’ research and scholarship and the degree to which such scholarship is required as part of the assessment criteria; the cooperation between the training institution and the practical field (i.e., the schools where the students do their practice teaching); and the informal relationships between teacher educators and their students. The novelty of the study resides in the fact that these points affect teacher educators’ professional characteristics and that focusing on these characteristics facilitates a comprehensive view of methods, tools and directions that may expedite the professional development of teacher educators. 相似文献
96.
Two-dimensional spatial manipulation of microparticles in continuous flows in acoustofluidic systems
Lu Gao C. Wyatt Shields IV Leah M. Johnson Steven W. Graves Benjamin B. Yellen Gabriel P. López 《Biomicrofluidics》2015,9(1)
We report a modeling and experimental study of techniques to acoustically focus particles flowing through a microfluidic channel. Our theoretical model differs from prior works in that we solve an approximate 2-D wave transmission model that accounts for wave propagation in both the solid and fluid phases. Our simulations indicate that particles can be effectively focused at driving frequencies as high as 10% off of the resonant condition. This conclusion is supported by experiments on the acoustic focusing of particles in nearly square microchannels, which are studied for different flow rates, driving frequencies and placements of the lead zirconate titanate transducer, either underneath the microchannel or underneath a parallel trough. The relative acoustic potential energy and the resultant velocity fields for particles with positive acoustic contrast coefficients are estimated in the 2-D limit. Confocal microscopy was used to observe the spatial distribution of the flowing microparticles in three dimensions. Through these studies, we show that a single driving frequency from a single piezoelectric actuator can induce the 2-D concentration of particles in a microchannel with a nearly square cross section, and we correlate these behaviors with theoretical predictions. We also show that it is possible to control the extent of focusing of the microparticles, and that it is possible to decouple the focusing of microparticles in the vertical direction from the lateral direction in rectangular channels with anisotropic cross sections. This study provides guidelines to design and operate microchip-based acoustofluidic devices for precise control over the spatial arrangement of microparticles for applications such as flow cytometry and cellular sorting. 相似文献
97.
Leah K. Wildenger Laura Lee McIntyre Barbara H. Fiese Tanya L. Eckert 《Early Childhood Education Journal》2008,36(1):69-74
Routines are an important feature of family life and functioning in families with young children. Common daily routines such
as dinnertime, bedtime, and waking activities are powerful organizers of family behavior and may be instrumental to children
and families during times of transition, such as elementary school entry. Daily routines were examined in 132 families with
children entering kindergarten. Although the majority of families reported regular daily routines for their children, parents
anticipated that their child’s daily routines would substantially shift upon kindergarten entry, including changes in children’s
sleep habits. Significant changes in child and family routines have been implicated in adjustment difficulties during kindergarten
transition. Results of this investigation are discussed in terms of aligning family daily routines with kindergarten expectations.
Furthermore, educational professionals in early childhood education and elementary school can partner with families to promote
seamless kindergarten transitions for all children. 相似文献
98.
A questionnaire assessing their attitudes toward preassessment procedures was mailed to 300 elementary teachers; a 70% return rate was achieved. A 3 × 2 analysis of variance yielded main effects for years of experience and referral history. Teachers with more than 6 years of experience had significantly more negative attitudes toward preassessment than did teachers with less than 2 years of experience. Teachers who had made referrals to a preassessment team had significantly more negative attitudes than teachers who had no history of referrals to preassessment teams. Suggestions for modifying the preassessment process are offered. 相似文献
99.
Acquisition, extinction, and transfer of facilitation were explored in a series of experiments with C57BL/6J mice. With a
procedure in which an auditory target was followed by food only in the presence of a visual facilitator, Experiments 1—4 showed
that the facilitator promoted magazine entries to the auditory target. This enhancement effect was eliminated by training
the facilitator as a conditioned inhibitor (Experiments 1 and 3B). Enhancement was also reduced by nonreinforced presentations
of the facilitator in a discrimination procedure (Experiment 1) and by simple nonreinforcement of the facilitator (Experiments
2, 3A, and 4). In contrast to the results obtained with a facilitator, simple nonreinforcement of an inhibitor, a visual cue
that had signaled when an auditory target would not be reinforced, did not reduce its ability to modulate responding to that
target (Experiment 4). However, both the facilitator and the inhibitor were found to transfer their modulatory effects to
other targets (Experiment 4). Finally, mice demonstrated no evidence of differential responding on a biconditional discrimination
procedure in which one auditory target (A1) was reinforced in the presence of one visual stimulus (L1) but not in the presence
of another (L2), and a different auditory target (A2) was reinforced in L2 but not in L1 (Experiment 5). The implications
of these results for analysis of the function of a facilitator are discussed. 相似文献
100.
Interview, self‐report, peer report, and observational data were used to examine parent and peer relationship qualities as predictors of relative changes in attachment security in a community sample of adolescents followed from ages 14 to 24. Early maternal supportive behavior predicted relative increases in attachment security from adolescence to adulthood, whereas psychological control and interparental hostile conflict predicted relative decreases. Peer predictors of relative increases in security included collaborative and autonomous behaviors and lack of hostile interactions, with peer predictions growing stronger for relationships assessed at later ages. Overall, models accounted for sufficient variance as to suggest that attachment security across this period is well explained by a combination of stability plus theoretically predicted change linked to social relationship qualities. 相似文献