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401.
Terence Lovat Neville ClementKerry Dally Ron Toomey 《International Journal of Educational Research》2011,50(3):166-170
The article will focus on demonstrating the effects of values education on enhancing students’ academic diligence through the more positive ambience it creates in the school. Evidence will be drawn from international studies but principally from the Australian Government's Values Education Program and, especially from the Values Education Good Practice Schools Project Reports (2006, 2008) and the Project to Test and Measure the Impact of Values Education on Student Effects and School Ambience (2009). 相似文献
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Ron Geaves 《British Journal of Religious Education》2015,37(1):64-82
The article explores possibilities of collaboration between Muslim providers of traditional education (dar al-ulums) and HE/FE institutions in close geographical proximity in the North West England. It reports the outcomes of a project carried out in 2011/2012 influenced by the findings of the Makadam/Scott-Baumann report in 2010, in which it was stated that cross fertilisation of pedagogical methodologies in the dar al-ulums is already achieving a unique synthesis drawing upon skills of memory and cognition. The project had a dual intention to (1) see through to completion a partnership in which a BA in Islamic Education would be created for advanced dar al-ulum students and (2) to focus on the relevance and pedagogical styles of the dars-i nizami curriculum taught in the dar al-ulums and therefore add to scholarly and political debates on the madrasa/dar al-ulum education which has already generated a body of literature. The paper will focus on the latter. 相似文献
404.
The No Child Left Behind (NCLB) legislation has created pressure for districts to improve their students’ proficiency levels on state tests. Districts that fail to meet their academic targets for 3 years must use their Title I funds to pay for supplemental education services (SES) that provide tutoring or other academic instruction. Many districts, including the Pittsburgh Public Schools (PPS), have also adopted additional tutoring programs designed to help students reach proficiency goals. This paper examines student participation and achievement in two PPS tutoring programs—the NCLB-mandated SES program and a state-developed tutoring program. We examine the characteristics of students participating in each program, the effects of participation on student achievement, and the program features that are associated with improved achievement. 相似文献
405.
In this study, we examined thermoregulatory responses to ingestion of separate aliquots of drinks at different temperatures during low-intensity exercise in conditions of moderate heat stress. Eight men cycled at 50% (s = 3) of their peak oxygen uptake (VO2peak) for 90 min (dry bulb temperature: 25.3 degrees C, s = 0.5; relative humidity: 60%, s = 5). Four 400-ml aliquots of flavoured water at 10 degrees C (cold), 37 degrees C (warm) or 50 degrees C (hot) were ingested after 30, 45, 60, and 75 min of exercise. Immediately after the 90 min of exercise, participants cycled at 95% VO2peak to exhaustion to assess exercise capacity. There were no differences between trials in rectal temperature at the end of the 90 min of exercise (cold: 38.11 degrees C, s = 0.30; warm: 38.10 degrees C, s = 0.33; hot: 38.21 degrees C, s = 0.30; P = 0.765). Mean skin temperature between 30 and 90 min tended to be influenced by drink temperature (cold: 34.49 degrees C, s = 0.64; warm: 34.53 degrees C, s = 0.69; hot: 34.71 degrees C, s = 0.48; P = 0.091). Mean heart rate from 30 to 90 min was higher in the hot trial (129 beats . min(-1), s = 7; P < 0.05) than on the cold (124 beats . min(-1), s = 9) and warm trials (126 beats . min(-1), s = 8). Ratings of thermal sensation were higher on the hot trial than on the cold trial at 35 and 50 min (P < 0.05). Exercise capacity was similar between trials (P = 0.963). The heat load and debt induced by periodic drinking resulted in similar body temperatures during low-intensity exercise in conditions of moderate heat stress due to appropriate thermoregulatory reflexes. 相似文献
406.
Ron Dumont Laurie P. Farr John O. Willis Peter Whelley 《Psychology in the schools》1998,35(2):111-118
Data gathered from 351 students administered the WISC-III were used to analyze the 30-s-interval performance on the WISC-III Coding subtest. Interpretation methods that focus on the relevance and meaning for such interval differences were examined. Because of the lack of “base-rate” data, the suitability of interpreting the Coding subtest intervals is questioned. Results, based both on IQ and special education classification, revealed no significant difference in performance. Cautions regarding the diagnostic use of the 30-s Coding intervals are discussed. © 1998 John Wiley & Sons, Inc. 相似文献
407.
Ian Manion Philip Firestone Paula Cloutier Malgorzata Ligezinska Joanne McIntyre Ron Ensom 《Child abuse & neglect》1998,22(12)
Objective: This study evaluated the emotional and behavioral adjustment of parents and children within 3 months and 1 year after the discovery of child extrafamilial sexual abuse.Method: Ninety-two case parents (63 mothers, 29 fathers) and 56 children were compared to a nonclinical comparison group of 136 parents (74 mothers, 62 fathers) and 75 children. Parent adjustment was assessed using self-report measures while child functioning was assessed using a combination of child-, parent- and teacher-report measures.Results: Mothers, fathers and sexually abused children experienced clinically significant effects both initially and at 12 months post-disclosure. Children’s perceptions of self-blame and guilt for the abuse and the extent of traumatization predicted their self-reported symtomatology at 3 months and 1 year post-disclosure. Child age and gender also significantly contributed to the prediction of many of the child outcome measures. No abuse-related variable was related to any child self-report measure. Mothers’ satisfaction in the parenting role, perceived support and intrusive symptoms predicted their initial emotional functioning. Avoidant symptoms, child’s internalizing behavior and mothers’ initial emotional functioning were significant predictors of longer-term emotional functioning.Conclusions: Results emphasize the need to address children’s abuse-related attributions and underscore the need to expand our focus beyond the child victims to the traumatized families. 相似文献
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