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991.
M. Plaza-Carmona G. Vicente-Rodríguez A. Gómez-Cabello M. Martín-García J. Sánchez-Sánchez L. Gallardo 《European Journal of Sport Science》2016,16(7):877-883
Objectives: The main aim of this study was to compare the bone mass of female football players with controls of different pubertal stages. Methods: Sixty five girls aged 8–14 years (10.14?±?0.1, Tanner stages I–IV) participated in the study. Twenty participants were prepubertal (10 prepubertal control) and 45 peripubertal (15 peripubertal control). All footballers trained two days per week while the control group did not perform regular physical activity outside of school. Body composition was assessed by Dual-energy X-ray absorptiometry. Analysis of covariance was performed to evaluate differences in lean and bone masses. Results: Significant differences in lower-body extremities lean mass (LLM) between peripubertal groups were found (P?.05). Additionally, prepubertal footballers showed higher values of bone mineral content (BMC) at the femoral neck (P?.05) while peripubertal footballers exhibited enhanced BMC at the whole-body, trochanter and Wards triangle area. Bone mineral density (BMD) was higher in footballers compared to their non-active peers at the femoral neck and intertrochanter (P?.05, respectively) while in the peripubertal footballers higher BMD values were found in almost all of the studied body sites. Conclusion: Female footballers showed higher bone and lean masses compared to control counterparts; these differences are already detectable at prepubertal ages and more consistent after pubertal spurt. 相似文献
992.
Inmaculada González-Falcón José M. Coronel-Llamas R. Ignacio Correa-García 《Cultura y Educación》2016,28(2):419-433
This article includes the assessments made by four counsellors of their work in cultural diversity management in Huelva (Spain). Using interviews and focus groups, together with other qualitative research techniques, we examined the counsellors’ intervention models and the relationships they maintain with other members of the educational community to address issues raised by the presence of immigrant students in their respective schools. The results of the experiment emphasize the predominant use of a clinical intervention model, along with limited and isolated collaborations with teachers and other education agents (administrators, social workers, families). However, in recent years, the institutional consolidation of counsellors in schools and their commitment to prevention and collaborative work creates opportunities for a new, more participatory intervention model that would better manage cultural diversity. 相似文献
993.
Kristján Kristjánsson 《British Journal of Educational Studies》2017,65(1):87-107
Flourishing, understood along semi-Aristotelian lines, has re-emerged recently as an account of the ideal aim of education, for instance, in works by educational philosophers Brighouse, White and de Ruyter. This article aims at critically reviewing this new paradigm by subjecting it to philosophical and educational scrutiny. Throughout I compare and contrast this paradigm with Aristotelian flourishing and explore the specific role of teachers as facilitators of students’ flourishing and sense of meaning. 相似文献
994.
Maria Elena González Alfaya Maria Ángeles Olivares García Rosario Mérida Serrano 《Educational Action Research》2017,25(5):770-789
This article describes a collaborative action research project developed over the course of the 2011/12 academic year in the Faculty of Education at Cordoba University (Spain). The RIECU school–continuing professional development centre for teachers–university learning network is part of this research process. The aim is to create and consolidate a community of practice made up of continuing professional development advisers to teachers, infant education teachers, university students who are training to become infant education teachers and university teaching staff. The most relevant findings, which respond to the questions raised, are: the action research conducted indicates that teamwork between teacher, adviser, researcher and university student is an effective strategy to facilitate the acquisition of professional competences among student teachers; and student-teachers involved in the case study have evolved in their conception and approach to childhood and have had the opportunity to learn by modelling the professional conduct of their mentor teachers. 相似文献
995.
The New Environmental Paradigm scale for children was developed and validated in Western nations but has seldom been applied in non-western countries. The aim of the current study is to examine the scale’s validity for schoolchildren in Senegal. The study was conducted in three regions of Senegal in November and December 2015, and a total 782 schoolchildren with an average age of 13 years participated. We used Cronbach’s alpha and confirmatory factor analysis to assess the consistency of the scale. The principal component analysis was used to reveal the different potential dimensions of our data-set. Given the low internal consistency of the scale and the unexpected responses to certain items, the scale seems to be rather unreliable for the investigated population. This difference could be caused by specific cultural features encompassing strong religious beliefs, different understandings of the place of humankind in nature, and weak awareness of humans’ impact on the natural world. 相似文献
996.
Two years have passed since our first report on the project with primary school children at Törökszentmiklós. New results indicate that participation in the project has accelerated the development of abilities, has led to mainly favourable personality changes and has promoted the formation of advantageous social structures in the classroom. In the future, in addition to increasing support for the children's personal wellbeing (for instance, provision of more free time, promotion of communication skills), the work of four terms will be completed in three. 相似文献
997.
Ángel Abós Catalán Javier Sevil Serrano José Antonio Julián Clemente José Martín-Albo Lucas Luis García-González 《International Journal for Educational and Vocational Guidance》2018,18(2):127-148
The present study aimed to validate a Spanish-version of the Basic Psychological Needs at Work Scale (BPNWS-Sp) and to examine the associations between needs satisfaction and engagement and burnout in secondary education teachers. Using a sample of 584 secondary education teachers, the results supported the three-factor model, composite reliability, measurement invariance, and nomological validity of the BPNWS-Sp. This study contributes to validating the first instrument in Spanish to measure the satisfaction of the three BPNs separately in secondary education teachers. The measurement of teachers’ BPNs could effectively provide guidance for school policies to improve teaching and learning. 相似文献
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Belza Haizea Herrán Elena Anguera M. Teresa 《European Journal of Psychology of Education - EJPE》2020,35(3):495-527
European Journal of Psychology of Education - This study presents the results of a systematic, 3-month-long observation of the verbal and gestural interactions which took place between a preschool... 相似文献