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31.
Elissa Burton Kaela Farrier Keith D. Hill Jim Codde Phil Airey Anne-Marie Hill 《Journal of sports sciences》2018,36(6):666-678
The objective of this systematic review and meta-analysis was to evaluate the effectiveness of peers to deliver programs or encourage older people to be physically active and improve physical outcomes. Peer reviewed articles published in English between January 1976 and June 2016, retrieved from six databases according to the predefined inclusion criteria were included. Where possible results were pooled and meta-analyses conducted. Eighteen articles were included in the review, a total of 3,492 intervention participants, average age 66.5 years and 67.1% were female. Overall, study quality was medium to high. Interventions mainly included resistance, flexibility and cardiovascular training, however there was one aquatic exercise group. Eight studies were delivered by peers and five utilised peer support, which included advice and being positive but was not directly linked to an exercise intervention. While 16 of the 18 studies reported improvement in levels of physical activity and/or noted physical benefits by peer involvement, the meta-analyses findings supported the control groups for the six-minute-walk-test and the timed-up-and-go test. Findings from this review suggest exercise programs involving peers can promote and maintain adherence to exercise programs. However, results were inconclusive as to whether peers have a positive effect on improving older people’s physical function. 相似文献
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Jacqueline Bell Jim Donnelly Matt Homer Godfrey Pell 《British Educational Research Journal》2009,35(1):119-135
This article compares the examination performance of students following General Certificate of Secondary Education Applied Science and Double Award science on a value‐added basis. It uses data from the National Pupil Database, which are analysed by a variety of methods, including multilevel modelling. It argues that the claims made within Office for Standards in Education reports on the impact of the new Applied Science course are inaccurate, and in some cases positively wrong. The authors' analysis, based on the second (2003–05) cohort of students following the course, shows that students of lower attainment at Key Stage 3 appear to perform better than would have been predicted from their Key Stage 3 attainment, but that higher attaining pupils perform less well. Schools offering Applied Science show greater diversity in the value‐added effects they produce than they do with Double Award science. The article argues that analyses of this kind are of value in seeking to understand the impact of curriculum reform, but that they are dangerous as a generalized guide for policy. They must be complemented by work in schools in which the sources of the effects observed and of school diversity are examined. 相似文献
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AbstractThis paper scrutinises the educational knowledge requirements of craft, technical, and reflective professional conceptions of teaching, as recently outlined by Winch, Oancea, and Orchard. Drawing on Bernsteinian sociology of knowledge we identify the different requirements each conception makes of educational knowledge, and how it is envisaged that this knowledge will be used in educational practice. While craft conceptions dismiss the value of educational knowledge per se, they nevertheless value other forms of disciplined knowledge. Arguing that technical conceptions of teaching may be either narrowly instrumental or autonomous, we suggest that an advanced technical knowledge base requires a disciplinary aspect, while knowledge for purely instrumental purposes offers a reductive view of educational practice. Moreover, the varying notions of reflection suggested by reflective professional conceptions require certain forms of engagement with educational knowledge, which are challenged by contemporary reforms in teacher education globally. It is suggested that there are often interdependencies between forms of educational knowledge and conceptions of teaching, with potential implications for the trajectories of educational reforms. The argument is briefly illustrated with reference to the national contexts of Germany, England, and Finland. 相似文献
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This article addresses the issue of promoting spirituality as a dimension of pastoral care in schools. The everyday practice of caring and giving may leave carers tired, depleted of spiritual sustenance, and without practices that nurture their spirituality. This article proposes that spirituality is an essential element of pastoral care, and that it can be promoted through examination of one's sense of vocation, bodywork, journal writing and nurturing soul friends. 相似文献
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