Migrant preschool children's school readiness and early elementary school performance

Little is known about the early educational performance of children in migrant farmworker families. The authors examined the school readiness and early school success of 289 four-year-old preschool children of migrant families attending Redlands Christian Migrant Association centers. Children's school readiness was assessed and public school records were used for longitudinal follow-up. Children improved on age-4 school readiness domains, and although some struggled with emergent English literacy, many performed well on school readiness measures and later coursework. Children quickly became proficient in oral English, and had above-average school attendance. Many scored low on high-stakes tests; however, typically well enough for grade promotion. Students in the sample were comparable to similar students in poverty. School teachers and administrators should have high expectations for students from migrant families because many of them do stay in the public school system, and appear to be quite resilient despite many challenges they face.     

在体育教学中培养学生创新精神与实践能力的研究

运用对比教学实验法与跟踪研究,对学生的创新精神与实践能力进行研究.采用x2和t检验的方法对获得的数据进行统计处理.实验结果证明,<全国普通高校体育教育专业本科必修课程和选修课程方案>能够培养出厚基础、宽口径,适合社会需求的体育人才."程序教学与时空认知相结合的教法"和"自学--指导式教学法"不仅能培养学生的自学能力,开发智力,而且对提高学生的理论、技术水平和运动成绩,特别在培养学生"三会"和分析问题与解决问题、教学管理实践能力和创新能力等方面具有非常良好的效果.     

An audit of injuries in six english professional soccer academies

Regulations now state that professional academies in the United Kingdom are required to substantially increase the volume of soccer training. This study assessed the current injury occurrence, providing an update to reports published prior to the introduction of the Elite Player Performance Plan (EPPP). 608 soccer players aged 11–18 years from six professional soccer clubs were prospectively monitored, recording injuries during the 2014–2015 season. An injury rate of 1.32 injuries per player/season was indicated with a mean time loss of 21.9 days per injury. The greatest time loss per injury was in the U14s-U15s, and the highest rate of severe injuries in the U15s. Strains and sprains were the most common injury type, with the knee and ankle the most frequently injured anatomical sites. Seasonal variation indicated two peaks in injury incidence, occurring in September and January. In comparison to a published audit prior to the inception of the EPPP, this study indicates that academy soccer players are three-times more likely to experience an injury. Given that time loss and injury severity also increased during periods that typically follow rapid growth, these players should be considered an important group for training load monitoring and injury prevention strategies.     

The "how" and "why" of the ancient Greek long jump with weights: a five-fold symmetric jump in a row?

A plausible explanation for the ancient long jump records from Greek antiquity is sought on the basis of pictorial and written sources, and corroborated with practical tests. Ancient sources report that athletes jumped more than 15 m with weights in their hands, which enabled them to jump further than without these weights. It is proposed that the ancient Greek long jump was a continuous succession of five standing broad jumps, in which the landing phase of one jump was also the countermovement for the next jump. Four trained athletes jumped further with (14.64 +/- 0.76 m, range 13.64-15.63 m) than without weights (13.88 +/- 0.70 m, range 12.60-14.75 m; P = 0.001). These results show that this technique is executable, fits with ancient written and pictorial sources, and allows trained modern athletes to jump distances well over 15 m. The extra distance jumped when using weights may be due to changes in the position of the jumper's centre of mass at take-off and at landing, and an increase in take-off velocity stemming from several biomechanical mechanisms.     

超等长式俯卧撑练习对推铅球技术和成绩的影响

为解决普体铅球课进行身体训练受学校场地、器材设备限制的困难，选用超等长式俯卧撑练习作为训练手段，通过实验与对照的方法，发现超等长式俯卧撑练习可有效地挖掘学生自身爆发力的潜在素质，迅速提高铅球成绩，并对推铅球最后用力出手时易产生的“掉肘”错误动作有明显的纠正作用。     

Preschooler's physical activity levels and associations with lesson context,teacher's behavior,and environment during preschool physical education

Preschools offer two main opportunities, recess and physical education (PE), for preschool children to participate in physical activity (PA) and are considered a suitable institution for PA promotion given the large number of children enrolled. Although PE can have a meaningful effect on preschoolers’ PA levels, preschool PE characteristics associated with increased PA have, to the best of our knowledge, not been identified. Therefore, the purpose of the present study was to examine preschooler's PA levels and the associations with lesson context, teacher behavior, and environment during preschool physical education. A random sample of 573 preschoolers (288 boys; M_age = 5.4 years, SD = 0.4) from 35 preschools was examined during one PE class. Findings indicated that preschoolers accumulated 12 min (33%) of moderate-to-vigorous PA (MVPA), 5 min (13%) of light PA, and 20 min (54%) of sedentary behavior during PE. Forty-seven percent of the variance in pupils’ MVPA may be attributed to differences between PE classes. Less knowledge content, less promotion, less management, less preschoolers per 100 m², using obstruction material, and not using throwing equipment were significantly associated with higher MVPA levels. These predictors explained 56% of the variance in MVPA at the PE class-level. To conclude, PE in its current format contributes only a small amount to the PA requirements of preschoolers. Preschoolers’ MVPA levels were related to modifiable PE characteristics indicating that preschool PE can be restructured to increase MVPA.     

《孙子十家注》源流轨迹

《宋史·艺文志》著录吉天保《十家孙子会注》为《孙子十家注》的原始著录,其源则为各家注本的出现,其中依次包括曹操、孟氏、李筌、贾林、杜佑、杜牧、陈皋、何延锡、王晳、梅尧臣、张预十一家注。吉氏成书后重要的刊本则有:明正统《道藏》刊《孙子注解》;明谈恺、李棣、黄邦彦等刊《孙子集注》;清孙星衍刊《孙子十家注》;及1961年中华书局上海编辑所影刊的《宋本十一家注孙子》。     

The effects of teacher support,parental monitoring,motivation and self-efficacy on academic performance over time

European Journal of Psychology of Education - This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the...     

Training ‘rule‐of‐〈E〉’: further investigation of a previously successful intervention for a spelling rule in developmental mixed dysgraphia

This paper reports a single case treatment study conducted with R.F.L., a young man with developmental mixed dysgraphia. The intervention focused on teaching spelling rules and was a replication of a previous successful study. The results of the present study provided further insights into the mechanism that operates to update faulty lexical representations for regular words. We argue that the level of spelling accuracy in combination with the error types present before the intervention are important to consider when choosing intervention methods.