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221.
We analyse the prevalence and effectiveness of out-of-school-time (OST) study programmes among secondary aged students, focusing on their potential for reducing socio-economic gaps in educational achievement. Compared to several extant studies, including the only prior study for Britain, whose findings could be affected by heterogeneous participation in the programmes, our results derive from a rich dataset with multiple controls for social background, personal motivation, and school characteristics. We find that programme participation in England is relatively low among students from families with long-term unemployed parents and those in routine occupations. Participation is also lower outside London, and especially outside large cities. Our results show that OST programmes, as long as they are teacher-led, are moderately effective in improving the academic performance at the end of lower secondary education as measured by the GCSE total score. Teacher-led OST programmes compensate for previous social disadvantage. The policy implications include a focus on expanding programme availability and on incentives for participation, and attention to the regional disparities. 相似文献
222.
223.
Research in Science Education - This paper explores the effect teachers’ participation in a targeted inquiry-based/nature of science (NoS) continuing professional development programme had on... 相似文献
224.
Nicola A. Conners-Burrow Terese Patrick Angela Kyzer Lorraine McKelvey 《Early Childhood Education Journal》2017,45(2):187-199
This paper describes the development, implementation and preliminary evaluation of the Reaching Educators and Children (REACH) program, a training and coaching intervention designed to increase the capacity of early childhood teachers to support children’s social and emotional development. We evaluated REACH with 139 teachers of toddler and preschool classrooms. Teacher attendance and survey results suggest that teachers were highly satisfied with the training and materials. Data from classroom observation scales conducted pre- and post-REACH implementation suggest significant improvements in the sensitivity of teachers’ interactions with children in the classroom, and increased teacher use of targeted social and emotional supports (such as teaching children to resolve conflicts). Further, data from observations of children’s classroom behavior suggest increases in children’s prosocial behaviors and small but significant decreases in verbal aggression. These findings provide preliminary evidence that the REACH program may be effective in building teachers’ capacity to support social–emotional development of young children, and point to the need for additional research. 相似文献
225.
The paper describes a case study of the development and implementation of a policy to monitor teachers’ classroom practice
in a secondary comprehensive school in Wales, UK. The change process is interpreted from an affective standpoint to explain
how the experience of feelings and emotions shapes organisational practice. In particular, the interpretation illustrates
how affective experience may influence the distinction between espoused and in use theories, which may in turn have an effect
on individual and organisational resistance to change and the success of the implementation. Differences between espoused
and in use theories may increase both organisational anxiety and resistance in a self-sustaining cycle. We argue that when
the anxieties and emotions of organising in schools are allowed to surface in the change process and are reflected upon, the
espoused and in use theories are more likely to correspond and organisational anxiety and resistance to change to decrease. 相似文献
226.
Henry Brown Martyn J. Binnie Brian Dawson Nicola Bullock Brendan R. Scott Peter Peeling 《European Journal of Sport Science》2018,18(3):387-396
Purpose: To determine the effect of limb selection (upper/lower), cuff width (small (6?cm)/medium (13?cm) upper; medium/large (18?cm) lower) and anthropometry on arterial occlusion pressure (AOP) in ischemic preconditioning (IPC). Methods: Twenty athletes (10 females and 10 males) had surface anthropometry and dual x-ray absorptiometry (DXA) assessments before using Doppler ultrasound to confirm AOP for each limb. Subsequently, 5?min of occlusion occurred, with near-infrared spectroscopy (NIRS) measuring muscle oxygenation changes. Resultant AOP was compared between sexes, limbs and cuff sizes using linear regression models. Results: Mean AOP was higher in the lower limbs than the upper limbs (161?±?18 vs. 133?±?12?mm?Hg; p?.001), and with smaller cuffs in upper (161?±?16 vs. 133?±?12?mm?Hg; p?.001), but not lower limbs (161?±?16 vs. 170?±?26?mm?Hg; p?=?.222). Sex and resting systolic blood pressure (SBP) accounted for 77% (small cuff) to 83% (medium cuff) of variance in AOP for upper limbs, and 61% (medium cuff) to 63% (large cuff) in lower limbs. Including anthropometry accounted for 82% (small cuff) to 89% (medium cuff) and 78% (medium cuff) to 79% (large cuff) of variance for upper and lower limbs, respectively. Adding DXA variables improved the explained variance up to 83% (small cuff) to 91% (medium cuff) and 79% (medium cuff) to 87% (large cuff) for upper and lower limbs, respectively. NIRS data showed significantly greater tissue oxygenation changes in upper versus lower limbs. Conclusions: The AOP in athletes is dependent on limb occluded, sex, SBP, limb and cuff size, and body composition. 相似文献
227.
This paper reports a study into the development of staff understanding of assessment and assessment practice. Eight teachers from two universities constructed an initial concept map about assessment that was discussed in a one-to-one semi-structured interview. A year later, a new map was created and the interview focused on change in thinking and practice. Multiple models of assessment were evident in the participants’ understandings at the same time and change was characterised by subtle evolution in thinking. Development in practice was more significant and often associated with the foregrounding of assessment for learning. Vignettes are used to illustrate the variation in nature and scale of development. Interplay between this development of practice and understanding was multidirectional and external context played an important role. The approach offers detailed insight into the relationship between assessment thinking and practice and demonstrates that both research and academic development need to go beyond conventional approaches to conceptualising the development of academics and take account of the finer grained complexities of assessment thinking and practices. 相似文献
228.
Timo Rantalainen Arto J. Pesola Matthew Quittner Nicola D. Ridgers Daniel L. Belavy 《Journal of sports sciences》2018,36(16):1793-1800
The World Health Organisation’s (WHO) physical activity guidelines recommend 150min/week of moderate- to vigorous-intensity physical activity (MVPA) accumulated in 10 min bouts. To see whether people performing habitual exercise for recreation meet these guidelines, 25 long-distance runners [mean 67 km/wk], 25 joggers [mean 28 km/wk], and 20 sedentary adults wore an ActiGraph GT3X+ accelerometer for 7 days. Sedentary time and bouts were similar in runners and sedentary adults (p > 0.46). Sedentary adults performed 20 ± 16 min/day of MVPA (usual bout duration (W50%): 9.53 ± 3.45min), with joggers and runners performing 45 ± 31min (W50%: 16.92 ± 9.53min) and 83 ± 58min (W50%: 20.35 ± 8.85min), respectively (p ≤ 0.001 versus sedentary group). Data showed that 65% of the sedentary group, 32% of joggers and 4% of long-distance runners did not meet the WHO guideline for MVPA. Failure to meet the guideline was most prominent in, but not restricted to, runners who reported ≤50km running per week. Self-reported running does not ensure adults meet physical activity guidelines or offset daily sedentary behaviours. On the other hand, the sedentary group was very close in accumulating recommended bouts of MVPA in incidental activities. Future studies should assess whether modification of work and leisure physical activity would be more fruitful than encouraging recreational exercise per se in meeting physical activity guidelines. 相似文献
229.
Working memory resources and children's reading comprehension 总被引:1,自引:0,他引:1
Seigneuric Alix Ehrlich Marie-France Oakhill Jane V. Yuill Nicola M. 《Reading and writing》2000,13(1-2):81-103
Reading and Writing - Working memory capacity is described as a pool of limited resources that carry out processing and storage functions. Its role has been emphasised in adults' reading... 相似文献
230.
Dragan M. Mirkov Olivera M. Knezevic Nicola A. Maffiuletti Marko Kadija Aleksandar Nedeljkovic Slobodan Jaric 《Journal of sports sciences》2017,35(5):435-440
The aim of this study was to assess the effect of a unilateral anterior cruciate ligament reconstruction (ACLR) on maximum voluntary contraction (MVC) and explosive strength of both the involved limb and the uninvolved limb. Nineteen male athletes completed a standard isometric testing protocol 4 months post-ACLR, while 16 healthy participants served as a control group (CG). The explosive strength of the knee extensors and flexors was assessed as RFD obtained from the slope of the force–time curves over various time intervals. Both muscle groups of the involved limb had significantly lower MVC compared to the uninvolved. The involved limb also had significantly lower RFD in the late phase of contraction (140–250 ms) for both knee extensors and flexors (P < 0.05). There was no difference in MVC between the uninvolved limb and the CG. However, RFD of the uninvolved limb was lower compared to CG for both knee extensors (0–180 ms; P < 0.01) and flexors (0–150 ms; P < 0.05). ACLR leads to lower MVC and explosive strength of the involved limb. As a consequence of potential crossover (presumably neural-mediated) effects, explosive strength deficits could be bilateral, particularly in the early phase of the contraction (<100 ms). 相似文献