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71.
The clinical treatment of school refusal behavior: A survey of referral and practice characteristics
Youngsters with problematic nonattendance present a difficult dilemma for school psychologists and educators, particularly because of the prevalence and heterogeneity of the behavior. However, because of the information gap that often exists between researchers and practitioners, essential facts about the characteristics and treatment of this population are often unavailable to school personnel. This is unfortunate given that such personnel usually make initial decisions about referral and/or school-based intervention. Therefore, clinicians were surveyed about recently referred and treated cases of school refusal behavior. Data were obtained on clinical prevalence, demographic characteristics, length of absenteeism, severity, etiology, and length, type, and success of treatments used. Recommendations are made with respect to the initial referral and treatment of this population. 相似文献
72.
This paper outlines successful strategies facilitating the learning of international students making the transition to an Australian university campus from colleges elsewhere. Starting university as “second‐year” students they were without the institutional infrastructure and support normally provided for “first‐year” students. Although the strategies adopted were motivated by a desire to develop the communication skills, critical thinking and independence of transitional students, they were of potential benefit to all students. This paper documents a programme of extra learning support that has evolved through the collaboration of the authors. The results include reduced failure rates and improved student participation and performance through the development of a progressively more interactive approach, although gender differences have become apparent. The findings support the notion that curriculum redesign promoting interaction, autonomy and reflection combined with a collaborative programme integrating appropriate language and learning skills development with course content, can potentially benefit all students, and especially transitional students. 相似文献
73.
The purpose of this study was to determine the effects of plyometric exercise on unilateral balance performance. Nine healthy adults performed baseline measurements on the dominant limb that consisted of: a 20-s unilateral stability test on a tilt balance board, where a higher stability index represented deterioration in balance performance; isokinetic plantar flexion torque at 0.52 and 3.14 rad s(-1); muscle soreness in the calf region; and resting plantar flexion angle. Plyometric exercise consisted of 200 counter-movement jumps designed to elicit symptoms of muscle damage, after which baseline measurements were repeated at 30 min, 24, 48, and 72 h. Perceived muscle soreness of the calf region increased significantly following the plyometric exercise protocol (F(4,32) = 17.24, P < 0.01). Peak torque was significantly reduced after the plyometric exercise protocol (F(4,32) = 7.49, P < 0.05), with greater loss of force at the lower angular velocity (F(4,32) = 3.46, P < 0.05), while resting plantar flexion angle was not significantly altered compared with baseline values (P > 0.05). The stability index was significantly increased (F(4,32) = 3.10, P < 0.05) above baseline (mean 2.3, s = 0.3) at 24 h (3.3, s = 0.4), after which values recovered. These results indicate that there is a latent impairment of balance performance following a bout of plyometric exercise, which has implications for both the use of skill-based activities and for increased injury risk following high-intensity plyometric training. 相似文献
74.
Best practice for improving strength and power through resistance strength training has been the subject of much research and subsequent conjecture. Much of the conjecture can be attributed to methodological discrepancies. The type of dynamometry used in testing, the training experience of research participants, the specific technique employed in a lift, and the methods of collection and calculation all impact on the final variables of interest. This review examines contraction force specificity by first addressing the methodological issues surrounding our interpretation of the results. Then we address the kinematics and kinetics associated with single and multiple repetitions in relation to the development of strength, power, and functional performance. This discussion provides the delimitations for analysis of subsequent training studies. Finally, recommendations are formulated with the aim of assisting assessment and training practice as well as providing directions for future research. The results of this review suggest that the enhancements in performance resulting from resistance training are context specific in experienced resistance-trained participants. Thus, specific conditioning could be required to achieve improvements in functional performance in this group. 相似文献
75.
ABSTRACTThis paper draws upon learning from three action research projects conducted as part of a Europe-wide project exploring young people’s social and political participation. Challenging dominant discourses about what ‘counts’ as participation and what does not, the paper explores how, through the action research projects, young people engaged in knowledge democracy in ‘new democratic arenas’. Building upon experiential knowing and creating knowledge and learning through practice, the young people explored their own democratic knowledge production, communication and engagement within a context of shifting discourses of participation, democratic engagement and active citizenship. The increasing preference of young people for more informal forms of participation as lived practice reflects a shift to young people constructing their own modes of participation and ‘remaking democracy’ in their own vision and according to their own needs. By working outside of the confines of normative assumptions of democratic practice and participation, young people exercised their own ‘political’ agency in response to their own priorities, interests and concerns and, in doing so, illustrated that new forms, understandings and practices of knowledge democracy can emerge that reflect the promise of inclusive democratic societies more meaningfully. 相似文献
76.
Nigel Carden 《British Journal of Special Education》1991,18(3):93-95
Nigel Carden, deputy head of Kirkleatham Hall School, Redcar, Cleveland, describes how the work of a consortium funded through the Technical and Vocational Initiative (TVEI) has complemented school-based developments, giving rise to a broader but realistic science curriculum. 相似文献
77.
This paper presents a case study for use in the teaching of bioprocess design. Taking the production and isolation of an intracellular protein from S. cerevisae , it demonstrates how undergraduates can use a range of data to construct and then to investigate the range of process flowsheet options available for such a process duty. The paper considers the role of newer operations, such as expanded bed technology, alongside more traditional process routes. An integrated view of bioprocess design is developed to demonstrate how unit operations interact and hence enable students to determine the eventual overall process performance that is achieved. 相似文献
78.
79.
Nigel Martin Healey 《Higher Education Quarterly》2023,77(1):83-101
There is currently renewed interest in transnational education (TNE) amongst UK universities as a means of taking education to the 98% of tertiary students worldwide who are geographically immobile. In this discourse, the home universities are characterised as the dominant players, seeking strategic opportunities to commercially expand into foreign markets. This paper argues that, in contrast, there are four key stakeholders in TNE—the home university, the partner organisation, the host government and students in the host country—and a TNE partnership is shaped by their relative power and motivations. The paper finds that unless the motivations of stakeholders are broadly aligned to the form of TNE partnership, it is unlikely to succeed. It highlights the fluid nature of these motivations which change over time—often slowly, but sometimes abruptly when there is a change in university strategy or policy on the part of the host government. 相似文献
80.
Reinhard Bendix G. de Landsheere Hermann Röhrs Christian Kluth Menachem Gerson Christine Laconte Elliot W. Eisner Ludwig Liegle Françoise Bacher Cesar Birzea A. Harry Passow G. F. Peaker Jerry Norman Haar Paul E. Peterson Nigel Grant Bom Mo Chung Klaus Schleicher Philip G. Altbach T. Neville Postlethwaite Tessa Blackstone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1973,19(2):262-298