Autism and multidisciplinary teamwork through the SCERTS Model

This research investigates multidisciplinary teamwork in an English special school located in the West Midlands region of the UK. The research was carried out by Paola Molteni, a PhD student at Università Cattolica del Sacro Cuore, Milan, Karen Guldberg of the Autism Centre for Education and Research Director at the University of Birmingham School of Education, and Nick Logan, head of the Psychology and Therapists Department at Sunfield Children's Home, Clent. The school uses the innovative SCERTS (Social Communication, Emotional Regulation, Transactional Support) model. The methodology was a collaborative and participatory case study focused on the point of view of professionals and on understanding the teamwork process through analysis of three teams working together to implement SCERTS. Methods included focus groups, semi‐structured interviews, direct observations and questionnaires; the data were analysed using the Interpretative Phenomenological Analysis method. The research provides an example of good practice and enables practitioners to reflect on the issues involved in implementing a multidisciplinary process using the SCERTS approach. The findings show that the SCERTS Model can support the educational team in promoting and exchanging good daily practice and planning educational work together. The article draws out implications for further studies that aim to analyse teamwork in other settings and over a longer period.     

南通大学实施《学生体质健康标准》结果分析

对照《学生体质健康标准》,对南通大学13 033名学生进行了体质健康测评.测评结果表明学生的成绩合格率为98.8%.在五项测评指标中,学生身高标准体重的情况不容乐观,肺活量体重指数及格率为85.8%,其余三项均达到98%及格线以上.     

2005年吉首大学在校大学生体质健康状况的分析与对策研究

利用2005年吉首大学《学生体质健康标准》测试所获得的数据,采用文献资料法、体质测试法、数理统计法等方法对吉首大学大学生的体质健康状况进行综合评价,分析影响大学生体质健康状况存在差异及发生变化的原因,并提出相应的对策,旨在为学校体育课程改革提供科学依据,为吉首大学有关部门的决策工作提供有益参考。     

体育院校跆拳道课程设置的现状调查与分析

为了促进国内体育院校跆拳道课程设置的系统化、科学化发展,本文采用文献资料、问卷调查、专家访谈法,对国内具有代表性的几所体育院校跆拳道课程的设置情况进行了全面调查.结果显示:(1)对跆拳道课程的设置的系统性不强、理论体系不健全;(2)现阶段存在理论课时数不足、教学内容不全、教材使用随意性大等问题;(3)应该加大对跆拳道课程建设的投入力度,增强教师的引进、培训及教材的建设,增加教学课时以及调整课时比例.     

2006年德国世界杯足球赛决赛阶段进球情况分析

采用录像观察、文献资料法、数理统计法等研究方法,对2006年世界杯足球赛决赛阶段的147个进球进行分析,研究表明:在世界杯足球赛决赛阶段的比赛中,平均场进球2.30个;下半场的进球略高于上半场,进球的主要区域是罚球区内;进球的进攻形式主要是以定位球进攻为主;进球的方式以脚射进球为主,抢点直接脚射是主要得分方式;进球前的传球次数主要以5次(包含5次)以下为主;前锋是主要的得分位置,后卫的进球数呈上升趋势.     

中外优秀110 m跨栏跑运动员速度特征分析

为揭示中外优秀男子110 m跨栏跑速度分配的本质,提高我国男子110 m跨栏跑运动成绩和改进训练方法提供科学依据,采用动态分析法对男子110 m跨栏跑进行全程分析。结果表明,中外优秀的跨栏运动员在第3栏-第5栏间速度最快并保持稳定,从跨过第6栏后开始逐渐减速,减速至第9栏前速度达最小,在第9栏到第10栏间又出现加速,然后高速冲刺至终点;运动员栏间跑速度快,会造成过栏腾空时间长;9个跨栏周期的平均速度是影响运动员能否夺冠的主要因素。     

构建环境适应型英语学习评价模型

评价作为一种价值判断过程,势必涉及环境因素,包括社会环境、学校环境和学习者环境。环境在评价中的作用要求英语学习评价必须采用环境适应型评价模型,根据价值主体的需求设置评价标准,设计评价过程;根据环境的具体需求调整评价结构、选择评价方式;遵循学习规律,适应学习者的多元需求,采用真实性评价方式。同时,为了保证评价的效度,必须对评价的结构、过程、结果和反馈进行元评价。     

1993-2005年世界及中国女子跳高前20名成绩比较与分析

本文运用文献资料法、数理统计法、时间序列数据法、对比分析法等方法对我国和世界女子跳高前20名的运动员成绩进行对比分析,总结经验,找出差距,为使我国女子跳高运动尽快赶上世界先进水平提供参考依据。     

论中职英语口语教学现状的原因及对策

本文通过对当前中职英语口语教学现状的分析研究,发现存在诸多制约的因素。在分析其背后原因的基础上,提出相应的对策,以提高学生的英语口语能力,改善当前的英语口语教学,对将来的口语教学带来一定的启示与指导。     

I am sailing—towards a transactional analysis of ‘body techniques’

In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis of James' radical empiricism, Dewey's transactional understanding of experience and learning and Marcel Mauss' concept of ‘body techniques’ and the notion of education embedded in it. Against the background of this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB), we then show how we can analytically come to terms with different dualistic problems that research into ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to create knowledge about what we learn when learning embodied knowledge, and how this learning takes place. We argue that experience is an important concept for understanding the acting knowing human being, describing how experience is organized and developed and outlining how this organization can be understood as learning. We hold that situations where someone learns to embody certain knowledge are cases of overt actions, in which we can see what kinds of relations are created and how these relations become meaningful for further action.