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排序方式: 共有150条查询结果,搜索用时 15 毫秒
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Kent Gustafson Roger Wagner Michael D. Corry Barbara Seels Rita Richey John Rousell Williams Gibbs Danial J. Robertson Kay Bland David Little Danilo M. Baylen Abdulrahim M. Saad Patricia Burke Hyunjoo Kim Linda Gilbert Hoffman Debra J. Dirksen Negishi Jason Ravistz Vicki Napper Danilo Baylen 《TechTrends》1996,41(3):2-3
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Research into adventure recreation has tended to be located in the experiences of men. This is largely due to a history of dominant male participation, though it is acknowledged that more women are accessing these forms of leisure experiences. This paper reports a study of forty-two women who had participated in adventure recreation at some stage throughout their adult lives. These women were interviewed regarding their personal meanings of adventure reaction. This included exploration of how adventure was experienced and the types of issues that affected their participation in adventure recreation. The results showed that adventure for these women incorporated risk and physical challenge, but also a sense of newness, learning, personal development and creativity. The evidence presented suggests that while traditional definitions of adventure recreation offer a general differentiation of adventure activities from other forms of outdoor recreation, they are perhaps too limiting. The women's experiences indicate that adventure extends beyond labeled “adventure” pursuits and that broader understandings need to be incorporated into our meanings of adventure. 相似文献
115.
Callie W. Little Sara A. Hart Jamie M. Quinn Elliot M. Tucker‐Drob Jeanette Taylor Christopher Schatschneider 《Child development》2017,88(3):934-945
This study explores the co‐development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1–4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross‐lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change. 相似文献
116.
Research spanning more than two decades points to the benefits of vigorous collegial communities, yet relatively little research examines specifically how professional communities supply intellectual, social and material resources for teacher learning and innovations in practice. This paper examines the theory-building potential of audio- and videotaped records of situated interaction among teachers in the course of everyday work. The paper employs a small segment of a larger data set to chronicle analytic dilemmas and opportunities and to introduce a scheme for theorizing about the nature and significance of professional community for teacher development and school reform. 相似文献
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There is an acknowledged gap between the theory presented in university preparation programmes and the reality of classroom practice that has resulted in many secondary mathematics pre-service teachers failing to implement university-endorsed teaching strategies. Using responses to a questionnaire and interviews, this qualitative study examined the factors that support or inhibit secondary mathematics pre-service teachers’ implementation of problem-solving tasks during professional experience. The results showed that even though the majority of pre-service teachers reported having beliefs compatible with using problem-solving tasks, the secondary students’ ability, preparation time, and the cooperating teacher were key factors that inhibited pre-service teachers’ implementation of problem-solving tasks. It is recommended that pre-service teachers regularly visit classrooms to observe the evolving implementation of problem-solving approaches. Furthermore, cooperating teachers should be required to attend professional development before the professional experience so they understand the goals of the university preparation programme and have the requisite skills and knowledge to support the implementation of problem-solving tasks in learning mathematics. 相似文献
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Adopting a person-centered approach, we profiled 5th and 6th grade children's (152 boys and 161 girls) school-related beliefs about perceived task difficulty and agency beliefs in ability and effort. Five clusters were compared across key learning-related dimensions encompassing underlying worldviews (means–ends beliefs, normative difficulty, nature of ability), motivation (intrinsic, identified, introjected, and extrinsic), and adjustment (achievement and well-being): Agentic (high ability, high effort, low difficulty), Strivers (above average ability, high effort, high difficulty), Normative (average ability, effort and difficulty), Disengaged (low ability, low effort, average difficulty) and Challenged (low ability, low effort, high difficulty). The findings suggest that difficulty, perceived either as challenge or obstacle, plays an important role for the belief profiles, and that relationships with worldviews and motivation are indicative of adaptation and maladaptation. 相似文献
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Keriann Little Craig A. Olsson Sarah Whittle Jacqui A. Macdonald Lisa B. Sheeber George J. Youssef Julian G. Simmons Ann V. Sanson Debra L. Foley Nicholas B. Allen 《Child development》2019,90(4):1061-1079
In threatening environments, the short (S) allele of 5-HTTLPR is proposed to augment risk for depression. However, it is unknown whether 5-HTTLPR variation increases risk for depression in environments of deprivation, lacking positive or nurturant features. Two independent longitudinal studies (n = 681 and 176, respectively) examined whether 5-HTTLPR moderated associations between low levels of positive parenting at 11–13 years and subsequent depression at 17–19 years. In both studies only LL homozygous adolescents were at greater risk for depression with decreasing levels of positive parenting. Thus, while the S allele has previously been identified as a susceptible genotype, these findings suggest that the L allele may also confer sensitivity to depression in the face of specific environmental challenges. 相似文献