PREFERENCES AND ASSESSMENT OF MATHEMATICALLY HIGHLY ABLE YOUNG STUDENTS

Giftedness is commonly regarded as potential for extraordinary performance within a given area, e.g. academic, artistic, or manual, that develops in a field of interacting internal and external factors and unfolds in individual stages. Gender related and culturally dependent influences affect the dynamic processes through which a child acquires and expands its competence. Admittedly, a particular talent for a special intellectual activity, e.g. mathematics and sciences, is essential, but such a talent alone is not necessarily sufficient to explain why young students devote themselves to particular subject matter, thereby acquiring a high level of ability.

     

Some grammatical rules are more difficult than others: The case of the generic interpretation of the masculine

In this paper we argue that the generic use of the masculine represents a grammatical rule that might be easy to learn but difficult to apply when understanding texts. This argument is substantiated by reviewing the relevant literature as well as the recent work conducted by the GREL Group (Gender Representation in Language) on the interaction between stereotypical and grammatical information in the construction of a representation of gender when reading role names. The studies presented in this paper show that the masculine form used as a generic to refer to persons of both sexes, or to persons of indefinite sex or whose sex is irrelevant, in gender marked languages is likely to be associated with its specific meaning (i.e., masculine refers only to men). This is true even though the generic nature of the masculine is a very common grammatical rule learnt at school. People may have learned this rule and may understand it, but may not readily apply it.     

Alternative assessment of knee joint muscle balance of soccer players through total work-based hamstring: quadriceps ratios

Isokinetic hamstring-to-quadriceps (H:Q) ratios are frequently used to assess knee muscle strength imbalances and risk of injuries/re-injuries. The use of peak torque (PT) or total work (TW) to estimate joint stability may lead to different results because of the differences between these two neuromuscular variables. Thus, the current study aimed to compare the conventional and functional H:Q ratios calculated by PT and TW. Ninety-three male professional soccer players from Brazilian first division teams performed isokinetic concentric and eccentric contractions of the quadriceps and the hamstrings at 60°/s. Muscle strength balance was calculated using the conventional torque ratio (CTR) and conventional work ratio (CWR), functional torque ratio (FTR) and functional work ratio (FWR) were highly and moderately correlated between them (r?=?0.83 and r?=?0.73, respectively). The Wilcoxon statistical test revealed significant differences between CTR and CWR, as well as FTR and FWR (p?T-test demonstrated significant differences in mean CTR–CWR and FTR–FWR, whereas Bland–Altman plots showed non-consistent bias. In addition, the chi-square test demonstrated significant differences between players below the conventional reference values and functional reference values (p?相似文献   

Expansionism,Physical Education and Olympism: Common Interests of King Leopold II of Belgium,Cyrille Van Overbergh and Pierre de Coubertin (1894–1914)

In this article, we focus on the links and synergies between the Ecole mondiale of King Leopold II of Belgium, the Plans du Collège Léopold II of Pierre du Coubertin and the establishment of the Belgian Olympic Committee in 1906. A firm belief in the advantages of international cooperation undercut these three projects that were planned in Belgium. Always accompanying the internationalist discourse was the conviction that they should also strengthen Belgium's international position. Consequently, they focused strongly on physical education and sport, emphasising the great expansionist assets. All in all, however, the outcomes of the projects were less than expected. While the Belgian Olympic Committee had a difficult start, Coubertin's project only existed on paper, and the Ecole mondiale never rose above its foundations because of serious practical and political issues. Nonetheless, the expansionist discourse did facilitate the creation of the Higher Institute of Physical Education at the State University of Ghent in 1908.     

A mixed methods comparison of teachers' lunar modeling lesson implementation and student learning outcomes

The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, &; Zangori, 2013 Forbes C., Biggers, M., &; Zangori, L. (2013). Investigating essential characteristics of scientific practices in elementary science learning environments: The practices of science observation protocol (P-SOP). School Science and Mathematics, 113, 180–190.[Crossref] , [Google Scholar]) to identify ways in which features of inquiry were emphasized in each classroom. Additionally, classroom communities of practice were categorized as task-based or practice-based (Riel &; Polin, 2004 Riel, M. &; Polin, L. (2004). Learning communities: Common ground and critical differences in designing technical support. In S. Barab, R. Kling, &; J. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 16–52). Cambridge, MA: Cambridge University Press.[Crossref] , [Google Scholar]). The authors found that student learning outcomes were related to the fidelity with which the teachers implemented the lesson. Teachers with higher P-SOP scores fostered more of a practice-based learning community than task-based one, which also paralleled greater student learning gains. Although the students' scores did not differ by teacher on the preassessment, they did differ significantly on the postassessment, indicating that the curricular choices and learning communities developed by the teachers impacted what students were able to learn.     

Four‐year‐old Children in Reception Classrooms: participant perceptions and practice

There continues to be an increasing number of four‐year‐old children in reception classrooms in the UK. The child‐school incorporation process is a dynamic, multifaceted, interactive and poorly understood phenomenon. This paper summarises the pilot stage of a project that investigated this critical period in the life histories of a group of children. The project viewed the researcher, teacher, parent and child as collaborators in an illuminative process. There is a need to challenge the notion that the child simply ‘adjusts’ to school. Children are most likely to be under stress during the first weeks of school when the reduplicated rites of separation, transition and incorporation are going on. Appropriate changes and real improvements in policy, provision and practice need to be based upon a cognizance of the lived experiences of these rites for all the participants.     

Cognitive Load Theory as a Tool for Expertise Development

This special issue is dedicated to recentdevelopments within cognitive load theory (CLT)and identifies some instructional implicationsof the interaction between informationstructures and cognitive architecture. Thepresent article discusses the different studiesin this special issue. An important conclusionis that recent CLT research recognizes thelearners' level of expertise as an importantfactor mediating the relation between cognitivearchitecture, information structures, andlearning outcomes. In this context, we discussthe role of expertise in CLT research and therole of CLT in expertise research. Based onthis discussion, the use of CLT as a tool todevelop expertise is identified as a verypromising approach.     

Statistical Techniques for the Study of Institutional Differences

David P. Ausubel, in his theory of meaningful, verbal reception learning, espouses the presentation of appropriate subsumers (organizers) to students prior to the presentation of the learning task. The question to be answered in the present study was: Are there significant differences in learning when students are presented organizers before the learning passages (pre-organizers), after the learning passages (post-organizers), or when they are presented only the learning passages (no-organizers). An analysis of covariance, using reading vocabulary achievement as the covariate, was used to compare adjusted treatment group means. No significant differences were found among adjusted means (p<. 15) in the available pool of third- and sixth-grade classes. Organizers do not facilitate learning when presented to similar classes using similar social studies materials.     

PEDAGOGIKEN OCH SKOLANS MÅLSÄTTNING.

Maurud, 0. 1976. Reciprocal Compreheasion of Neighbour Languages in Scandinavia. An Investigation of How Well People in Denmark, Norway and Sweden Understand Each Other's Written and Spoken Languages. Scand. J. educ. Res. 20, 49‐72. Soldiers in the three countries were exposed to spoken and written texts in the two other Scandinavian languages and their comprehension was tested by asking them questions about the contents and by asking them to translate certain central words in the texts into their own language. Questions about certain important non‐linguistic factors such as education level, domicile, travels to the other Scandinavian countries, reading in the other Scandinavian languages, exposure to radio and television programs from the other Scandinavian countries, own estimation of other Scandinavian language comprehension and attitudes towards these languages were also included. The answers to these questions were used to throw light on the results of the language test.