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101.
Huberty JL Ransdell LB Sidman C Flohr JA Shultz B Grosshans O Durrant L 《Research quarterly for exercise and sport》2008,79(3):374-384
The purpose of this study was to qualitatively examine factors related to physical activity adherence to understand why women continue to participate in long-term exercise after completing a structured exercise program. Data were collected from focus groups, interviews, and e-mails, and analysis used grounded theory. The central category related to physical activity adherence was self-worth. Motivation, activity enjoyment, priorities, body image, ability to access support, and self-regulation skills had an impact on the self-worth of nonadherers and adherers. Women must value themselves enough to continue to participate in physical activity once they start. Exercise and fitness professionals are encouraged to use strategies to increase self-worth and long-term adherence to physical activity. Some recommended strategies include (a) increasing motivation and enjoyment relative to activity, (b) making activity a high priority in a woman's life, (c) improving or deemphasizing body image, (d) increasing a woman's ability to access support, and (e) facilitating the use of self-regulation strategies. This study is the first to examine qualitative perspectives of exercise adherence among women who completed a structured exercise program. Several concepts related to adherence presented in the quantitative literature are confirmed and enhanced in this study. 相似文献
102.
103.
In the so-called 'global age', the issue of how children learn to locate themselves in the world is an important one. Working from a foundation of theories related to globalisation, identity development and citizenship education, this paper describes the findings of a research project which explored elementary school children's geographical and affective location of the self in Japan, Macau and Hong Kong. Analysis and discussion of Japanese education policy is then presented in an attempt to explain the finding that Japanese children are far less likely than their counterparts in Hong Kong and Macau to locate themselves in an international sphere. 相似文献
104.
LIS researchers have used the face-to-face focus group interview for many years. Other researchers have recently embraced a new rendition of the focus group—the online focus group. This article examines face-to-face and online focus group modes through a review of actual research experiences using the two approaches. Relevant literature is considered. Comparisons are then drawn as to similarities and contrasts in methodology, group dynamics, and group communication. Within this context, possible applications of the online focus group approach for library and information science researchers and practitioners can be considered. Rapid development of technology coupled with the face-to-face and the online focus group approaches may allow the creation and implementation of the hybrid version, the virtual focus group. 相似文献
105.
Rebecca Treiman John Schmidt Kristina Decker Sarah Robins Susan C. Levine Özlem E. Demir 《Child development》2015,86(5):1406-1418
A literacy‐related activity that occurs in children's homes—talk about letters in everyday conversations—was examined using data from 50 children who were visited every 4 months between 14 and 50 months. Parents talked about some letters, including those that are common in English words and the first letter of their children's names, especially often. Parents’ focus on the child's initial was especially strong in families of higher socioeconomic status, and the extent to which parents talked about the child's initial during the later sessions of the study was related to the children's kindergarten reading skill. Conversations that included the child's initial were longer than those that did not, and parents presented a variety of information about this letter. 相似文献
106.
Robert J. Noonan Lynne M. Boddy Youngwon Kim Zoe R. Knowles Stuart J. Fairclough 《Journal of sports sciences》2017,35(21):2067-2072
This study assessed children’s physical activity (PA) levels derived from wrist-worn GENEActiv and hip-worn ActiGraph GT3X+ accelerometers and examined the comparability of PA levels between the two devices throughout the segmented week. One hundred and twenty-nine 9–10-year-old children (79 girls) wore a GENEActiv (GAwrist) and ActiGraph GT3X+ (AGhip) accelerometer on the left wrist and right hip, respectively, for 7 days. Mean minutes of light PA (LPA) and moderate-to-vigorous PA (MVPA) per weekday (whole-day, before-school, school and after-school) and weekend day (whole-day, morning and afternoon–evening) segments were calculated, and expressed as percentage of segment time. Repeated measures analysis of variance examined differences in LPA and MVPA between GAwrist and AGhip for each time segment. Bland–Altman plots assessed between-device agreement for LPA and MVPA for whole weekday and whole weekend day segments. Correlations between GAwrist and AGhip were weak for LPA (r = 0.18–0.28), but strong for MVPA (r = 0.80–0.86). LPA and MVPA levels during all weekday and weekend day segments were significantly higher for GAwrist than AGhip (p < 0.001). The largest inter-device percent difference of 26% was observed in LPA during the school day segment. Our data suggest that correction factors are needed to improve raw PA level comparability between GAwrist and AGhip. 相似文献
107.
This paper derives from an ongoing project on the teaching and learning of reading in English and Irish primary classrooms. The project is seeking to understand how reading, and indeed, learning, are conceptualised by pupils and teachers and, particularly, to understand how pedagogy supports (and hinders) the acquisition of metacognitive awareness and strategies among 9 year olds. This paper focuses on teaching in one classroom, the purpose being to develop teachers’ and researchers’ understanding of metacognition by holding up for analysis, incidents from one classroom. It is not our intention to criticise the teacher's practice with the benefit of hindsight — rather we are concerned to enhance awareness of some of the processes of learning in general and of metacognition in reading, in particular. We begin by reviewing briefly some of the literature on metacognition and by noting the implications for practice. We proceed by investigating the opportunities for metacognitive development in two reading lessons. 相似文献
108.
Lynne Wiltse Ingrid Johnston Kylie Yang 《Changing English: An International Journal of English Teaching》2014,21(3):264-277
In this paper we highlight findings from a teacher inquiry group study designed to explore possibilities for teaching contemporary Canadian literature to promote issues of social justice in secondary classrooms. Drawing on Boler and Zembylas’s notion of a ‘pedagogy of discomfort’, our paper will focus on the experiences of two teachers in the group who, through the selection and teaching of two Aboriginal Canadian texts, moved away from well-established pedagogical practices. We explore the role of the inquiry group in supporting teachers in their attempts to problematize unquestioned assumptions and address the absences in their curricular practices and examine the potential of using Canadian literature to enhance students’ understanding of historical marginalizations and structural inequalities. In conclusion, we discuss the implications of our research for pre-service and in-service educators who face the challenges of teaching in increasingly diverse schools. 相似文献
109.
International high school science teachers are crossing international and cultural borders to teach, raising important issues
in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers
encountered when they migrated to teach in the United States. These included differences in grade expectations for a given
quality of work, the weight given to final examinations, the assessment process, and cut-off scores for letter grades. To
become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment
philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered
them into what is proposed as the pedagogical imaginary; a transitional space between the “purity” of their native educational conventions and that of their American schools. The
implications of these findings are discussed in hopes of improving high school science teaching experiences for international
science teachers. 相似文献
110.
Lynne A. Werner G. Cameron Marean Christopher F. Halpin Naney Benson Spetner Jay M. Gillenwater 《Child development》1992,63(2):260-272
The development of auditory temporal acuity during infancy was examined in 3-, 6-, and 12-month-old infants and in adults using the gap detection paradigm. Listeners detected a series of gaps, or silent intervals, or variable duration in a broadband noise. In order to vary the acoustic frequencies available to the listener, a high-pass noise was used to mask frequencies above specified cutoffs. High-pass maskers with cutoffs of 500, 2,000, and 8,000 Hz were used. The minimum detectable gap was determined using the Observer-based Psychoacoustic Procedure. The thresholds of 3- and 6-month-olds were considerably poorer than those of the adults, although the effect of masker condition was about the same for these 3 groups. The thresholds of 12-month-olds were significantly worse than the adults when the stimulus was unmasked or when the masker cutoff frequency was 2,000 or 8,000 Hz. When the masker cutoff frequency was 500 Hz, 12-month-olds fell into 2 groups: some had gap thresholds that were about the same as 3- and 6-month-olds, while some had gap thresholds that approached those of adults. In a second experiment, a larger group of 12-month-olds were tested with a 500-Hz masker cutoff. Average performance of 12-month-olds was about the same as that of 3- and 6-month-olds in Experiment 1. Some infants attained thresholds close to those of adults. Thus, gap detection thresholds are quite poor in infants, although the similarity of the effect of frequency on performance in infants and adults suggests that the mechanisms governing temporal resolution in infants operate qualitatively like those in adults. 相似文献