排序方式: 共有91条查询结果,搜索用时 31 毫秒
11.
This paper presents a theory of visual stress. The theory is applied to the assessment of symptoms of visual stress and its treatment with coloured filters. The theory has implications for standard reading assessments that relate both to the visual skills and the age of the children taking the tests. These implications are reviewed, with the conclusion that insufficient attention is paid to visual factors in reading, particularly in the design of reading tests. 相似文献
12.
Brett D. Jones Jesse L. M. Wilkins Margaret H. Long Feihong Wang 《European Journal of Psychology of Education - EJPE》2012,27(1):1-20
Blackwell et al. (Child Development 78(1):246–263, 2007) tested a motivational model of achievement in which an incremental theory of intelligence leads to learning goals and positive
effort beliefs, which leads to fewer ability-based, helpless attributions, and more positive strategies, which leads to improved
grades. In the present study, we tested this model by using a different population, using domain-specific items, comparing
the results across gender, including “interest” as another variable in the model, and assessing the impact of achievement
as an antecedent and outcome variable in the model. Participants included 163, mostly White, ninth-grade Algebra students
from a suburban school in southwest Virginia, USA. We established that the model had a relatively good fit to the data and
all paths were statistically significant when achievement was used as both an antecedent and outcome variable. The standardized
path coefficients were consistent with those reported by Blackwell et al. and the model was invariant across genders. Furthermore,
we documented that interest could be included as another mediating variable in the model. The results of this study provide
evidence to support the validity of the relationships between the constructs in the Blackwell et al. model for the population
examined. 相似文献
13.
14.
尼玛扎西 色珠 参木友 奥斯曼 洛桑强白 平措占堆 巴桑珠扎 次仁罗布 韩建成 王莉 顿珠紧参 姬秋梅 曲广鹏 向巴卓玛 鲍宇 红秀花 张强 John Wilkins Colin Griffiths John Pitz Amanda 《西藏科技》2008,(6)
该项目是中澳国际联合的其中一个,根据发展奶业,促进农区畜牧业发展,提高农村生活水平的需要在西藏河谷流域农牧交错带开展调研.三年来在四个不同的区域进行随机抽样设点,了解项目区奶牛发展现状,系统收集分析当前农户饲养奶牛的饲料结构,营养水平、繁殖成活能力以及管理模式.同时引进澳方饲养奶牛的先进技术、管理措施和发展理念,有效利用西藏现有的作物秸秆,研发优良饲草、饲喂技术,进一步研究牛在一个生长周期中的饲料平衡、生长模式及量化营养等生产性能的对应关系,加大引创结合、重点突破,提高项目区奶牛生产性能,增加农户现金收入. 相似文献
15.
Luke Wilkins Lawrence Gregory Appelbaum 《International review of sport and exercise psychology》2020,13(1):65-80
ABSTRACT Stroboscopic visual training (SVT) is a form of training in which an individual practices a task under intermittent visual conditions with the intention of enhancing subsequent performance under normal visual conditions. Training with stroboscopic devices is theorized to improve important visual, perceptual, and cognitive skills, which in turn transfers to enhanced sporting performance. Indeed, while there is an abundance of anecdotal evidence suggesting benefits of strobe training, empirical evidence is rarer and less conclusive. This lack of clarity is due, in part, to the challenging methodological issues faced when conducting experimental vision training studies in applied contexts. The present paper is an early review of the research to date with a focus on the key methodological decisions, such as the training and testing protocols employed, participant samples and control groups used, and practical considerations that enable such training in applied settings. Whilst still at an early stage, the existing studies point to SVT enhancing some aspects of foveal visual sensitivity and visual motor control, with notable benefits for some athletic tasks. Such improvements could have implications not just in sport, but in domains such as rehabilitation, education, and motor vehicle safety. 相似文献
16.
17.
18.
We measured the increase in reading speed afforded by two currently available systems of coloured overlays: the Intuitive Overlays, which provide a choice of 30 colours, and the Eye Level Reading Rulers, which provide a choice of 5. Forty‐eight pupils from a local authority primary school who reported experiencing symptoms of visual stress were individually tested with both systems in a random order, balanced across pupils. There were no differences between the systems as regards the children's preference or the reduction in symptoms of visual stress. However, there was a significant increase in reading speed with the Intuitive Overlays and no increase, on average, with the Reading Rulers. Pupils showing an increase in reading speed of more than 5% with either overlay were tested again, on this occasion with Intuitive Overlays of the conventional size and those cut to the (much smaller) size of the Reading Rulers. There was no difference in reading speed between the large and small overlays. Participants whose reading speed increased with the Reading Rulers by as much as with the Intuitive Overlays tended to be those who chose a similar colour for both overlays. The general pattern of results suggests that the Reading Rulers failed to increase reading speed because they do not offer sufficient colours and hence the benefits of the Reading Rulers in increasing reading speed are likely to be less than obtained with the Intuitive Overlays. 相似文献
19.
Andrew Wilkins 《Journal of educational administration and history》2017,49(2):171-185
For the past six years successive UK governments in England have introduced reforms intended to usher in less aggregated, top-down, bureaucratically overloaded models of service delivery. Yet the ‘hollowing out’ of local government has not resulted in less bureaucracy on the ground or less regulation from above, nor has it diminished hierarchy as an organising principle of education governance. Monopolies and monopolistic practices dominated by powerful bureaucracies and professional groups persist, albeit realised through the involvement of new actors and organisations from business and philanthropy. In this paper I adopt a governmentality perspective to explore the political significance of large multi-academy trusts (MATs) – private sponsors contracted by central government to run publicly funded schools – to the generation of new scalar hierarchies and accountability infrastructures that assist in bringing the gaze of government to bear upon the actions of schools that are otherwise less visible under local government management. 相似文献
20.
This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the ‘Other’ in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in the period 2008–2009. Data was collected through questionnaires and focus group interviews. Findings suggest that Turkish and British novice teachers initially constructed the ‘Other’ as very different from themselves. The views of members of both groups were heavily influenced by the cultural contexts in which they trained and worked. British novice teachers tended to take as axiomatic constructivist and inclusive approaches to pedagogy and the relevance to successful pedagogy of listening to students’ voices. Turkish novice teachers questioned both, many seeing control and dissemination of knowledge as central to pedagogy and student teacher relationships. 相似文献