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971.
Abstract Research examining problem representations of individuals during task performance is advancing our understanding of information processing and expertise in a variety of sports. However, few studies using similar methodology have been conducted on individuals of various competitive standards in one domain in similar contexts. This study examined problem representations of adult advanced beginners and entry-level professionals accessed during singles tennis competition (n = 12). These groups were selected to represent players with performance skills that were different from those studied previously (i.e. adult beginners and varsity players). Immediate recall and planning interviews were conducted between points during singles tennis competition. Players competed within their respective expertise groups. Verbal reports were transcribed verbatim and concepts were scored according to a model of protocol structure. Several multivariate analyses of variance were conducted on rank scores for measures of concept content and structure using the L-statistic. Entry-level professionals exhibited more advanced problem representations than advanced beginners regardless of interview type. These findings together with those of previous research suggest adaptations in long-term memory profiles with increases in performance skills. For example, beginners lacked action plan and current event profiles because they generated goals and reiterated game events during both interviews. Advanced beginners, who had better performance skills than beginners, exhibited rudimentary action plan profiles and deficient current event profiles because they generated and monitored several detailed actions related to the current context during recall interviews and generated only a few goals during planning interviews. In contrast, varsity players and professionals processed tactical information in the current context and beyond denoting the existence of both action plan and current event profiles. Varsity players, with inferior performance skills than professionals, exhibited fewer and less associated tactical concepts than professionals during both interviews. 相似文献
972.
Anthony Feiler Jill Porter Harry Daniels Jan Georgeson Jane Hacker Sue Martin 《Journal of Research in Special Educational Needs》2012,12(1):22-27
The Equality Act 2010 will be implemented in full in 2011, and schools in the UK will have to provide special aids or services for children with disabilities where this provision is considered reasonable. This paper reports on staff perspectives on the use and usefulness of a parental questionnaire on disability from a sample of 49 schools (mainstream and special) located in 12 local authorities. Most schools found the process of administering the parent questionnaire undemanding; just under half of the sample indicated that they would take some action as a result of the data collected from the parental questionnaire (e.g., to inform plans for targeting or monitoring support for children, and to contact parents and follow‐up issues they had mentioned); and about one‐third of schools recorded unanticipated findings from the parental questionnaire, that is, the identification of children whose disabilities were not previously known to the school. Implications for schools are discussed. 相似文献
973.
AIM: To review the literature on the positive impact of information services, or information resources, on patient care in primary care. OBJECTIVES: To identify and summarize key papers on which librarians might draw in making the case for investment, and to highlight gaps in the research evidence Methodology: A rapid literature review was conducted in the summer of 2005. RESULTS: There is a small body of evidence to demonstrate the positive impact of library and information services on the direct care of patients as well as a beneficial impact on the care of future patients through the application of evidence to multiple patients. CONCLUSIONS: There is relatively limited research evidence of the impact of information, and library services, in primary care, in comparison with hospital settings and the research available is generally reliant on small samples. There is a lack of impact studies conducted with non-clinical staff. The review highlights the value of critical incident technique (CIT). It is possible to gather evidence of the potential for information services to deliver cost savings. 相似文献
974.
Carol B. Brandt Wesley Shumar Lorie Hammond Heidi Carlone Sue Kimmel Christina Tschida 《Cultural Studies of Science Education》2010,5(2):477-493
Schooling and science education are embedded within larger socio-cultural, political and economic contexts, influenced by
global flows of capital, labor, ideas, and images. In this article we consider the ways in which ethnography traces the web
of interactions (circuits), in a rural community and the ways that science inquiry was associated with character education.
Our discussion examines the relationship between social fields, habitus, and meritocracy under new and ever-changing neoliberal
conditions. These macro-level forces play out in everyday practices in the community and reveal schools, as well as science
education, as sites for struggle. 相似文献
975.
Heidi B. Carlone Sue Kimmel Christina Tschida 《Cultural Studies of Science Education》2010,5(2):447-476
This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community
fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of
manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced the school’s science curriculum,
the ways the school promoted itself to the community, and the implicit meanings of science held by school staff, parents and
community members. Main sources of data were the county’s newspaper articles from 2003 to 2006, the school’s, town’s, and
business leaders’ promotional materials, and interviews with school staff, parents, and community members. A key finding was
the school’s dual promotion of science education and character education. We make sense of this “science with character” curriculum
by unpacking the school and community’s entanglements with historical (cultural preservation), political (conservative politics,
concerns for youth depravity), and economic (globalization) networks. We describe the ways those entanglements enabled certain
reproductive meanings of school science (as add-on, suspect, and elitist) and other novel meanings of science (empathetic,
nurturing, place-based). This study highlights the school as a site of struggle, entangled in multiple networks of practice
that influence in positive, negative, and unpredictable ways, the enacted science curriculum. 相似文献
976.
977.
The authors work in a city local education authority Special Educational Needs Support Service with an Anti-Bullying Project that continues to develop effective approaches to dealing with bullying in schools. This paper describes the project's use of Solution Focused Brief Therapy (SFBT) and reports on the outcomes of a large number of interventions, particularly with pupils of secondary school age. The support group approach, developed within this project and published in Educational Psychology in Practice, is referred to in the government's anti-bullying pack as a key strategy. The authors show that SFBT provides another effective strategy to support pupils vulnerable to bullying in both primary and secondary schools. 相似文献
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