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91.
Ryan F. Reese 《Environmental Education Research》2018,24(8):1211-1223
An environmental education (EE) consortium located in the pacific northwest United States coalesced an external evaluation team to research its K-5 EE programming. The purpose of this article is to describe one phase of this program evaluation process including the exploration of adult stakeholder perceptions of EE programming accessed by 4th grade children. The author highlights the goals of the consortium and the context for the program evaluation, and the relevant literature addressing adult perspectives on EE is reviewed. The study framing, method, and qualitative results are reported. Findings suggest that adult stakeholders perceived positive impacts from 4th grade participation in EE, though the programming was viewed as being most beneficial to children coming from economically disadvantaged families. Implications for EE practice and research are discussed. 相似文献
92.
A systematic review of self‐regulation strategies to improve academic outcomes of students with EBD 下载免费PDF全文
Michelle Popham Jennifer Counts Joseph B. Ryan Antonis Katsiyannis 《Journal of Research in Special Educational Needs》2018,18(4):239-253
Self‐regulatory interventions have demonstrated numerous benefits for helping improve the academic performance of students. The purpose of this review was to report on the effectiveness and focus of academic self‐regulation interventions for children and adolescents with emotional and behavioural disorders. Thirty‐six studies published in 35 papers and involving 189 participants met inclusionary criteria. Overall, self‐regulation interventions showed moderate/medium effect size gains [percentage of nonoverlapping data (PND) 75%; standard mean difference (SMD) 2.27; Tau‐U 0.81] across academic subject areas. When assessing the effectiveness of self‐regulation interventions for addressing specific academic content areas, the largest ES gains were observed in reading (PND 93%; SMD 2.13; Tau‐U 0.94), although medium/moderate ES gains were observed in math (PND 71%; SMD 2.08; Tau‐U 0.70) and writing (PND 83%; SMD 2.57; Tau‐U 0.91). Self‐regulated strategy development, self‐monitoring interventions and strategy instruction were the predominant types of self‐regulation techniques implemented by researchers. There was evidence to support a claim of the generalisation and maintenance of findings. Implications, limitations and areas for future research are discussed. 相似文献
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94.
Ryan M. Rodenberg 《Journal of sports sciences》2013,31(4):451-452
Abstract We aimed to assess the extent of socioeconomic differences in sport and physical activity among Italian adults. A secondary data analysis of a multipurpose survey carried out by the National Institute of Statistics in 2006 in Italy was performed. We found marked differences in the practice of physical activity and sport by socioeconomic position. Subjects with a higher educational level were more likely to be physically active, practising more frequently both sport and physical activity. The Odds Ratio (OR) of regular physical activity for the highest educated compared to the lowest educated males was 1.70 (95% Confidence Interval [CI]: 1.38, 2.08), and the OR of sport participation was 2.03 (95% CI: 1.51, 2.72). Among females, the corresponding ORs were 1.32 (95% CI: 1.08, 1.63) and 2.26 (95% CI: 1.51, 3.38). Similar differences in physical activity and sport were found in relation to occupation and material conditions. Almost all sports were more frequently practised by subjects of higher socioeconomic status. Socioeconomic differences in sport and physical activity may derive from economic or cultural barriers. Policies to reduce inequalities and ensure access to sport independently of socioeconomic position are strongly needed. 相似文献
95.
Ryan J. Sleik Lesley A. Brown Ilsa E. Wong Jochen Bocksnick 《Research quarterly for exercise and sport》2013,84(2):219-224
Abstract The purpose of this study was to initiate systematic research on dance as a creative and expressive art form. Although the process of expression through movement has concerned dancers and dance teachers for some time, there have been few attempts at a systematic analysis of either the process or the product of dance expression. Dance has generally been considered immeasurable because of its peculiarities as an art form. While there is little apparent value in quantitative measurement of dance, qualitative measurement appears to have considerable value. It can sharpen the focus on principles of dance composition, contribute toward increased teaching effectiveness, enlarge dance's expressive range, and increase its ability to communicate. Specifically, this study attempted to determine how effectively modern dance communicates by using a systematic analysis of individual dance compositions. Samples of dance studies with specific intentions were choreographed and filmed. The dances were then viewed and evaluated by a selected and trained jury on (a) their ability to communicate emotional and physical qualities, (b) the type and structure of their composition, and (c) their choreographic and artistic effectiveness. Results of this study showed that least agreement was reached by the jurors in rating the dances according to structural strength and in identifying their composition type. Realistic vehicles of expression were more easily recognized than were abstract ones. There was substantial agreement on the emotion communicated by each composition. Presence of all the traditional dance elements appears unnecessary for effective communication. 相似文献
96.
Rylee Oram Julia Ryan Maria Rogers Nancy Heath 《Emotional and Behavioural Difficulties》2017,22(2):162-173
Although studied extensively in the field of adolescent mental health, the role of emotion regulation (ER) in the academic functioning of adolescents is not well understood. This study examined the role of ER in adolescents’ perceptions of themselves and their learning environments. We compared adolescents with high and low levels of ER on perceptions of school achievement and attitudes towards school and their perception of their parents’ academic involvement. Students completed surveys about perceptions of their learning and parental involvement, as well as their ER abilities. Results indicated that students with higher emotion dysregulation endorsed more negative self-perceptions of their own academic abilities, had more negative attitudes towards school, and rated their mothers and fathers as more controlling in relation to their learning. These results demonstrate the importance of ER in the academic context, particularly in the home learning environment. 相似文献
97.
Michael Ryan Monica Taylor Amanda Barone Leslie Della Pesca Sona Durgana Kelly Ostrowski 《The New Educator》2017,13(2):102-116
ABSTRACTToo often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders. 相似文献
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99.
In a world where governments increasingly attempt to impose regulation on all professional activities, this paper advocates that professional standards for teachers be developed ‘by the profession for the profession’. Foucauldian archaeology is applied to two teacher standards documents recently published in Australia, one developed at national governmental level and the other by geography teachers through their professional associations. The excavation reveals that both students and geography teachers themselves are better served when teachers assert their own definition of professionalism and thus reclaim their professional territory, rather than being compliant with generic governmental agendas. Whilst we use Australia as an illustrative example, our findings are applicable to all other countries where governments attempt to impose external professional standards on the teaching profession. 相似文献
100.
The effects of reinforcement on delayed matching to sample (DMTS) have been studied in two within-subjects procedures. In one, reinforcer magnitudes or probabilities vary from trial to trial and are signaled within trials (designated signaled DMTS trials). In the other, reinforcer probabilities are consistent for a series of trials produced by responding on variable-interval (VI) schedules within multiple-schedule components (designated multiple VI DMTS). In both procedures, forgetting functions in rich trials or components are higher than and roughly parallel to those in lean trials or components. However, during disruption, accuracy has been found to decrease more in rich than in lean signaled DMTS trials and, conversely, to decrease more in lean than in rich multiple VI DMTS components. In the present study, we compared these procedures in two groups of pigeons. In baseline, forgetting functions in rich trials or components were higher than and roughly parallel to those in lean trials or components, and were similar between the procedures. During disruption by prefeeding or extinction, accuracy decreased more in rich signaled DMTS trials, whereas accuracy decreased more in lean multiple VI DMTS components. These results replicate earlier studies and are predicted by a model of DMTS from Nevin, Davison, Odum, and Shahan (2007). 相似文献