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71.
Maria LaRusso Ha Yeon Kim Robert Selman Paola Uccelli Theo Dawson Stephanie Jones 《Journal of research on educational effectiveness》2016,9(2):201-222
ABSTRACTDeep reading comprehension refers to the process required to succeed at tasks defined by the Common Core State Literacy Standards, as well as to achieve proficiency on the more challenging reading tasks in the Program for International Student Assessment (PISA) framework. The purpose of this study was to test the hypothesis that three skill domains not frequently attended to in instruction or in theories of reading comprehension—academic language, perspective taking, and complex reasoning—predict outcomes on an assessment of deep reading comprehension. The Global Integrated Scenario-based Assessment (GISA; O'Reilly, Weeks, Sabatini, Halderman, & Steinberg, 2014) is designed to reflect students' abilities to evaluate texts, integrate information from an array of texts, and use textual evidence to formulate a position, all features of deep reading comprehension. We tested the role of academic language, perspective taking, and complex reasoning in explaining variance in end-of-year GISA scores, controlling for beginning-of-year scores and student demographics. All three predictors explained small, but significant, amounts of additional variance. We suggest that these three skill domains deserve greater attention in theories of reading comprehension and in instruction. 相似文献
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Alessandro Moura Zagatto Miran Kondric Beat Knechtle Pantelis Theo Nikolaidis Billy Sperlich 《Journal of sports sciences》2018,36(7):724-731
Table tennis is a racket sport characterised by an intermittent movement profile, including short rallies interspersed with short breaks. In contrast to other racket sports, information is lacking regarding the: (i) physiological responses during table tennis matches and training; and (ii) practical recommendations for enhancing aerobic and anaerobic performance in table tennis by improving cardio-metabolic and neuro-muscular fitness, anthropometry and nutritional strategies. Therefore, this review article attempts to narratively provide an overview of the physiology of table tennis by describing the metabolic mechanisms underlying match play and outlining a framework for practical recommendations for improving cardio-metabolic and neuro-muscular fitness, anthropometry as well as nutritional strategies. A second aim was to stimulate future research on table tennis and to point out study limitations in this context. In general, the most important finding is that the rally duration is short at around 3.5s, with a longer rest time of around 8–20s, resulting in an effort-rest ratio ranging from 0.15 to 0.22 in official matches and energetic demands during match relatively low. Future studies should focus on the relationship between energetic demand and table tennis performance with a view to predicting performance in table tennis using physiological parameters. 相似文献
74.
Theo van Dellen Ina Heidekamp 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):735-759
This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is “voluntary” or “compulsory”. The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe Meeting (ASEM) Lifelong Learning (LLL) Research Hub. The comparative study focused on employees’ quest for “freedom of learning for work”. This paper reports on the Dutch part of the research, the quantitative results of which seem to indicate that the freedom of learning for work is not as important to Dutch employees as might be expected. In a second phase, to investigate employees’ experiences of work-related learning in more depth, the Dutch researchers added a follow-up qualitative study, involving one-on-one interviews. In order to triangulate the results of the quantitative and qualitative research phases, the authors then added a mixed-methods sequential explanatory analysis. They assessed the quality of the collected data in both distinct phases by identifying converging results, which are useful for refining our understanding of learning for work. The paper draws both on rich insights into workplace learning based on this research as well as on theoretical literature which refers to concepts like motivation, subjectivity, work identity and agency in connection with the quest for freedom of learning. 相似文献
75.
In 1874, after tennis had been played indoors for centuries, British officer Walter Wingfield introduced an open-air version of the game, which he called sphairistike or lawn tennis. He developed a lawn-tennis box that was easy to carry and that contained all the necessary equipment for playing. Wingfield's concept was innovative, not only technologically in both game and design, but also socially. He made it clear, for instance, that lawn tennis was also intended for ladies and he fabricated lighter rackets for women. Little is known, however, about the introduction of lawn tennis in the Netherlands. Our study reveals that the strong sales and marketing concept of Wingfield – and his competitors – also facilitated a quick diffusion of the game in the Netherlands. The first places where lawn tennis was played were estates owned by nobility, seaside resorts such as Domburg and Noordwijk, attracting well-to-do ‘Brits’ for recreational purposes, and – interestingly – also farms. Soon, the first ‘one box clubs’ arose as precursors of the formally established clubs. For most upper-class players, tennis was a leisure-time activity, yet the organization of the first national tennis tournament in 1887 shows that some already had lucrative business models in mind. 相似文献
76.
The present study investigated whether the classroom social climate varies between lessons. Specifically, the within- and across-lesson associations of coercive and supportive teacher behaviour incidents with the classroom social climate were studied. Participants in the study were 48 Dutch secondary school teachers and their classes, that is, 1208 students. Multilevel process analyses showed that supportive behaviour incidents correlated with a positive social climate during the current lesson and the lesson a week later in terms of teacher interpersonal proximity. Supportive behaviour incidents did not, however, correlate with social climate in terms of teacher interpersonal influence. Coercive behaviour incidents correlated with disrupted teacher proximity during the current lesson and the lesson a week later, but did not virtually correlate to increased levels of a teacher’s influence in the classroom. 相似文献
77.
M. Tim Mainhard Helena J.M. Pennings Theo Wubbels Mieke Brekelmans 《Teaching and Teacher Education》2012
This paper explores how State Space Grids (SSG), a dynamic systems research method, can be used to map teacher–student interactions from moment-to-moment and thereby to incorporate temporal aspects of interaction. Interactions in two secondary school classrooms are described in terms of level of interpersonal control and affiliation, and of variability and recurrent stable states (called “attractors”) of teacher–student interaction. Undesirable interactions appeared to feature weaker attractors and higher variability than more desirable interactions. SSGs appeared a promising way to study temporal aspects of classroom interaction, offering variability and attractors as indicators for the quality of classroom interaction. 相似文献
78.
This article argues that the Socratic Dialogue in the Nelson and Heckmann tradition will prove a considerable contribution in training teachers. A review of the literature and empirical research supports the claim that the Socratic Dialogue promotes student teachers' interpersonal sensitivity while stimulating conceptual understanding. The article provides a new definition of the Socratic Dialogue and introduces the idea of common concept formation. A concrete Socratic Dialogue in the context of teacher education is discussed by way of illustration. Finally we suggest a manner of integrating Socratic Dialogue in teacher education and propose a line of further research. 相似文献
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80.
Theo Härder und Stefan Jähnichen 《Informatik - Forschung und Entwicklung》2004,18(3-4):103-104
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