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101.
In recent decades, the basic principle in Norway’s education policy has been that all students should receive adapted education within the framework of the mainstream schools. This policy notwithstanding, the rate of students for whom special support was initiated, rose from 6.2% in 2006 to 8.0% in 2014. The study reported here developed measures for the possible causes for this unwelcome development. A questionnaire with 23 statements suggesting possible causes of the increase in the use of special support was presented to 136 teachers in primary and lower secondary school. A factor analysis revealed that 12 items formed three reliable scales for possible causes behind the high demand for special provisions: ‘Focus on students’ problems’, ‘External pressure on schools’ and ‘Early support’. The teachers stated that these causes had moderate impact. The study has resulted in three scales useful in measuring three causes. 相似文献
102.
Magnus Dencker Ola Thorsson Magnus K. Karlsson Christian Lindén Per Wollmer L. B. Andersen 《Journal of sports sciences》2013,31(13):1397-1402
Abstract Maximal oxygen uptake ([Vdot]O2max) is considered the optimal method to assess aerobic fitness. The measurement of [Vdot]O2max, however, requires special equipment and training. Maximal exercise testing with determination of maximal power output offers a more simple approach. This study explores the relationship between [Vdot]O2max and maximal power output in 247 children (139 boys and 108 girls) aged 7.9–11.1 years. Maximal oxygen uptake was measured by indirect calorimetry during a maximal ergometer exercise test with an initial workload of 30 W and 15 W · min?1 increments. Maximal power output was also measured. A sample (n = 124) was used to calculate reference equations, which were then validated using another sample (n = 123). The linear reference equation for both sexes combined was: [Vdot]O2max (ml · min?1) = 96 + 10.6 · maximal power + 3.5 · body mass. Using this reference equation, estimated [Vdot]O2max per unit of body mass (ml · min?1 · kg?1) calculated from maximal power correlated closely with the direct measurement of [Vdot]O2max (r = 0.91, P <0.001). Bland-Altman analysis gave a mean limits of agreement of 0.2±2.9 (ml · min?1 · kg?1) (1 s). Our results suggest that maximal power output serves as a good surrogate measurement for [Vdot]O2max in population studies of children aged 8–11 years. 相似文献
103.
Jesper Jensen Thomas Bandholm Per Hölmich Kristian Thorborg 《Journal of sports sciences》2013,31(14):1357-1364
AbstractHip adduction strength is important for kicking and acceleration in soccer players. Changes in hip adduction strength may therefore have an effect on soccer players’ athletic performance. The purpose of this study was to investigate the acute and sub-acute effects of a kicking drill session on hip strength, concerning isometric hip adduction, abduction and flexion torque of the kicking leg and the supporting leg. Ten injury-free male elite soccer players, mean ± s age of 15.8 ± 0.4 years participated. All players underwent a specific 20 min kicking drill session, comprising 45 kicks. The players were tested the day before, 15 min after and 24 h after the kicking drill session by a blinded tester using a reliable test procedure. The isometric hip-action and leg-order were randomized. For the kicking leg, hip adduction torque increased from 2.45 (2.19–2.65) Nm ? kg?1, median (25th–75th percentiles), at pre-kicking to 2.65 (2.55–2.81) Nm ? kg?1 (P = 0.024) 24 h post-kicking. This may have implications for the soccer player’s ability to maximally activate the hip adductors during kicking and acceleration, and thereby improve performance the day after a kicking drill session. 相似文献
104.
Gerd Schulte-Körne Kerstin U. Ludwig Jennifer el Sharkawy Markus M. Nöthen Bertram Müller-Myhsok Per Hoffmann 《Mind, Brain, and Education》2007,1(4):162-172
ABSTRACT— Our understanding of the causes of a developmental disorder like dyslexia has received recent input from both neuroscience and genetics. The discovery of 4 candidate genes for dyslexia and the identification of neuronal networks engaged when children read and spell are the basis for introducing this knowledge into education. However, the input from educational practitioners as well as empirical knowledge from research on learning also contribute significantly to our understanding of how children acquire the basic skills for learning to read and spell. It is imperative to merge the knowledge acquired from research in the fields of neuroscience, genetics, and empirical education, as well as to understand how the learning brain and instruction interact. Doing so can be seen as a major step in attaining an optimal approach for teaching, reading, and spelling and for finding the best suited and most effective treatment concepts for dyslexic children and adolescents. 相似文献
105.
K. Malaga-Starzec I. Panas J. E. Lindqvist O. Lindqvist 《Journal of Cultural Heritage》2003,4(4):313-318
Limestone and marble, still frequently used as building materials are especially vulnerable to the destructive effects of efflorescence. The effect of interaction between five different calcareous stones and corrosive atmospheres has been investigated. A novel technique of stone degradation analysis has been used where thin sections of fresh stone materials were exposed in a corrosion chamber under controlled conditions (temperature, relative humidity (RH), SO2 and NO2 concentration). Following 1-week’s exposure; observations of the initial crystallisation were studied by light microscopy, scanning electron microscopy (SEM) with energy dispersive X-ray analysis (EDX) and X-ray diffraction (XRD). The results obtained from the surface analysis clearly showed sulphation of the samples and formation of gypsum. Observations of the initial corrosion indicated differences in the location of efflorescence and its shape among and within the samples. The mineralogy, grain shape and size, mineral defects and existence of cracks and pores, all influenced the substrate’s reactivity. The most vulnerable areas and the places where the corrosion started on the calcitic stones were the triple grain junctions followed by grain boundaries, and on the dolomitic marble cracks and pores. 相似文献
106.
This study investigates the nature and role of common ground in group learning of mathematics by means of the analytical constructs of focal projects and contextualization. The analysis investigates two students (12–13 years old) playing a dice game, where their task is to distribute a set of markers based on the total of two dice. The analysis shows how consistency between the students' focal projects became crucial in their progression from a uniform to a non-uniform distribution of the markers used in the game. The task system and concrete manipulatives became important in furthering the students' explorations. In the frame of a frequency context, we also discuss how a contextualization may restrict certain aspects of probability from coming into play during such explorations. 相似文献
107.
National cultures are known to influence educational institutions and practices in many ways. It therefore seems reasonable to assume that drop-out from university is also influenced by differences in national cultures. In this article, we compare drop-out from Danish universities with drop-out from European universities. Based on Danish national culture (characterised by individualism, low power distance, femininity, and low uncertainty avoidance) and on the high level of economic support for students, we find that drop-out from higher education in Denmark as compared to most other European countries is less influenced by socio-economic factors and by the students’ degree of social integration. Hence, our review of the research on drop-out identifies some differences that might rest on national cultural varieties. It also points to difficulties in comparing results from different research studies, not only in Denmark but also across Europe. This difficulty results from varieties in research designs and definitions of drop-out. 相似文献
108.
Ellen Almers Per Askerlund Sofia Kjellström 《The Journal of environmental education》2018,49(3):242-259
Utilizing forest gardens as urban settings for outdoor environmental education in Sweden is a new practice. These forest gardens combine qualities of a forest, e.g., multi-layered polyculture vegetation, with those of a school garden, such as accessibility and food production. The study explores both the perceived qualities of forest gardens in comparison to other outdoor settings and forest garden educators' ideas, purposes, and experiences of activities in a three-year forest gardening project with primary school children. The data were collected through interviews and observations and analyzed qualitatively. Four reported ideas were to give children opportunities to: feel a sense of belonging to a whole; experience self-regulation and systemic dependence; experience that they can co-create with non-human organisms; and imagine possible transformation of places. Four pedagogical forest garden features are discussed. 相似文献
109.
Bente Rigmor Walgermo Njål Foldnes Per Henning Uppstad Oddny Judith Solheim 《Reading and writing》2018,31(6):1379-1399
Previous studies have documented robust relationships between emergent literacy and later reading performance. A growing body of research has also reported associations between motivational factors and reading in early phases of reading development. However, there is less research about cross-lagged relationships between motivational factors and reading skills in beginning readers. To examine relationships between early reading skills, literacy interest and reader self-concept, we tested 1141 children twice during their first year of formal reading instruction in school. Cross-lagged analysis showed strong stability in reading skills and medium stability in literacy interest and reader self-concept over the first school year. We also found bidirectional relationships between reading skills and self-concept and between the motivational components of literacy interest and reader self-concept. In the final part of the article, we address the potential theoretical progress attainable through the use of cross-lagged designs in this field. 相似文献
110.
Stafford Murray Janez Perš Rok Mandeljc Goran Vučković 《Journal of sports sciences》2018,36(12):1415-1422
Situation awareness (SA) refers to the awareness of all relevant sources of information, an ability to synthesise this information using domain knowledge gained from past experiences and the ability to physically respond to a situation. Expert-novice differences have been widely reported in decision-making in complex situations although determining the small differences in expert behaviour are more elusive. This study considered how expert squash players use SA to decide on what shot to play. Matches at the 2010 (n = 14) and 2011 (n = 27) Rowe British Grand Prix were recorded and processed using Tracker software. Shot type, ball location, players’ positions on court and movement parameters between the time an opponent played a shot prior to the player’s shot to the time of the opponent’s following shot were captured 25 times per second. Six SA clusters were named to relate to the outcome of a shot ranging from a defensive shot played under pressure to create time to an attempted winner played under no pressure with the opponent out of position. This new methodology found fine-grained SA differences in expert behaviour, even for the same shot type played from the same court area, beyond the usual expert-novice differences. 相似文献