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961.
Co-teaching is one approach for providing instruction in the general education classroom for students with and without disabilities. In this approach, two licensed teachers (usually one general educator and one special educator) teach a diverse group of students. Researchers have confirmed that often co-teachers do not experience parity; that is, they do not share, distribute, and implement tasks equally. Often, the special educator assumes the role of a paraprofessional rather than an equal. This article presents reasons for this lack of parity and provides specific ideas for honoring the expertise of both co-teachers. 相似文献
962.
Javier Brazo-Sayavera María Asunción Martínez-Valencia Lisa Müller Georgios Andronikos Russell J. J. Martindale 《Journal of sports sciences》2017,35(22):2172-2178
This study examined the impact of relative age effect (RAE) on selection to the Spanish National Athletics Federation (RFEA) training camps (TC) between 2006 and 2013. Overall, 1,334 selected athletes at U15 years (cadet) and U17 years (juvenile) were compared against 27,711 licensed but unselected athletes for the same age groups. The results highlighted the influential role of the RAE on selection to national level track and field training camp opportunities. Interestingly, this effect was mediated by age and gender, where effects were stronger for both males and younger athletes (U15), with no evidence of RAE for older (U17) female athletes. These results support the “maturation-selection” hypothesis as a mechanism for RAE. Particularly given the long-term goals of RFEA (e.g., production of successful senior elite athletes), these results highlight the need to consider the impact of current selection processes on effective provision of opportunities to those athletes with most potential to succeed in the long term. A number of possible context-relevant solutions are discussed, including education and awareness raising, using holistic selection criteria and correction adjustments techniques. 相似文献
963.
964.
Over the past decade, continuous quality improvement (CQI) has emerged as a strategy for documenting and systematically building academic program quality. This study used a nationally representative sample of engineering faculty members and students to examine the influence of faculty members’ CQI activities on the relationships between student and institutional characteristics, student experiences in- and out-of-class, and student learning outcomes. A cluster analysis validated the use of four CQI-related variables to differentiate engineering programs into high- and low-CQI groups. In a multiple group path analysis, the models for the high and low groups differed significantly, supporting the hypothesis that CQI indirectly influences the relationships between student and institutional characteristics, student experiences, and student learning outcomes. Further, the path results suggested a number of modifications to the analytical and conceptual frameworks used in the study. 相似文献
965.
966.
Kaye Eldridge Lisa Larry Jeanette Baird David Kavanamur 《Asia Pacific Journal of Education》2018,38(1):78-90
Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized “whole of sector” or collaborative governance. Such an approach in tertiary education has the potential to improve the sector’s outcomes within its existing resource constraints. This exploratory paper examines the challenges involved in applying a deliberate collaborative governance approach to tertiary education in PNG. In particular, two theoretical models of collaborative governance are employed to gain insight into possible issues through the consideration of four main criteria: power, incentives, history, and leadership. The paper shows that the challenges to introducing collaborative governance to PNG tertiary education are substantive, and that any effective effort will require committed leadership and a carefully measured strategy that acknowledges the country’s particular circumstances. 相似文献
967.
Brooke Klingberg Natasha Schranz Lisa M. Barnett Verity Booth Katia Ferrar 《Journal of sports sciences》2019,37(4):378-386
Fundamental movement skill (FMS) assessment in preschools allows for early intervention; however it is unclear what assessments are feasible. The purpose of this review is to systematically review the feasibility of FMS assessments for pre-school aged children. The search was conducted across four databases, MEDLINE, Scopus, ERIC and SportsDiscus. Search terms included synonyms of “fundamental movement skills” and “pre-school children”. Inclusion criteria were: (i) FMS assessment; (ii) feasibility data; (iii) assessment of children aged three to six years; (iv) assessment of typically developing children; and (v) peer reviewed full text publications in English. Feasibility concepts (administration time, equipment, space, assessment type, item, training, qualification) were each coded as ‘poor = 1?, ‘average = 2? and ‘good = 3?; potential total of 21. A total of 330 full text articles were considered but a quarter (n = 86) were excluded due to no feasibility data. Sixty-five studies using 13 different FMS assessments were included. The Athletic Skills Track and DEMOST-PRE assessments were most feasible (18/21) and the Test of Gross Motor Development and Movement Assessment Battery for Children were common but among the least feasible (12–14/21). This review allows pre-school staff to choose a FMS assessment based on feasibility. Future studies need to present feasibility of assessments. 相似文献
968.
Eadie Patricia Levickis Penny Murray Lisa Page Jane Elek Catriona Church Amelia 《Early Childhood Education Journal》2021,49(5):903-913
Early Childhood Education Journal - The importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated... 相似文献
969.
ABSTRACT Recent years have seen rising public talk around voting access and voter suppression, particularly as linked to marginalized and disenfranchised populations. In this reflection, we assess varied such public conversations and identify an interesting narrative encapsulating both those arguing voter suppression as a rising concern and those minimizing such claims. Organized around “ignorance,” this metanarrative does the rhetorical work of containment. 相似文献
970.
Courses: This semester-long assignment can be featured in undergraduate or graduate communication courses that include a major writing assignment such as research methods, capstone classes, senior thesis sections, or advanced courses on topics such as interpersonal, intercultural, and interracial communication. This assignment is suitable for face-to-face, online, and blended courses.
Objectives: By completing this assignment, students should be able to (a) outline and draft a full research paper or comprehensive literature review on a course-related topic, (b) tailor their papers to meet the requirements of an editor’s call for papers, (c) peer review and provide constructive feedback on classmates’ scholarly papers, and (d) revise and resubmit their original research papers to a mock journal. 相似文献