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1.
Rebecca A. Battista Erin D Bouldin Karin A. Pfeiffer Christine E. Pacewicz Shannon R Siegel Eric M. Martin 《Measurement in physical education and exercise science》2021,25(1):43-52
ABSTRACT Participation in youth sport is positively associated with physical fitness and performance. The purpose of the current study was to examine if physical fitness measures during childhood and early adolescence predicted high school sport participation. Participants included youth in the Michigan State University Motor Performance Study. Measures consisted of the endurance shuttle run, Wells sit-and-reach, jump and reach, standing long jump, agility shuttle run and 30-yard dash. Individual, generalized estimating equation models were used to estimate the association between each measure and the odds of participating in high school sport. For both sexes, the endurance shuttle run and agility shuttle run were related to sport participation. For boys only, the long jump and 30-yard dash were also associated with sport participation. Better physical fitness and performance across several dimensions in childhood, including those related to motor skills, enhanced the likelihood of sport participation in high school. 相似文献
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Transforming engagement: a case study of building intrinsic motivation in a child with autism 下载免费PDF全文
Jackie Dearden Anne Emerson Tom Lewis Rebecca Papp 《British Journal of Special Education》2017,44(1):8-25
This longitudinal case study of a 10‐year‐old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different ‘states’ demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described. 相似文献
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Nataly Loizidou‐Ieridou Jackie Masterson J. Richard Hanley 《Journal of Research in Reading》2010,33(3):247-262
The aim of the present study was to examine the spelling development of Greek‐speaking children in the early school grades. Although Greek orthography is regular for reading, it is much less transparent as far as spelling is concerned. Spelling development was investigated using a word spelling task designed to explore the effects of word length, familiarity and spelling regularity. One hundred and fifty normally developing primary school children living in Cyprus took part in the study. Results suggest that the children employed both phonological and lexical strategies in spelling Greek words. Results indicated that sub‐lexical procedures were more marked for younger children, whereas lexical processing was employed more widely by older children. The findings are interpreted in terms of stage developmental models. 相似文献
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This paper offers an overview, both internationally and with a particular concentration on the UK, of how the profession‐orientated discipline of publishing studies (PS) is accommodated and established within those universities where it is offered. It presents a combination of data, gained from a survey of professionals teaching PS, desk research into courses of PS in the UK, and from Heidi and HESA. The findings offer information on the size of the field, the location, the employability of graduates and associated staffing and research support structures. While of interest to publishing studies per se, it should also be relevant to those working within other profession‐orientated disciplines; to those considering the employability of graduating students; and to those considering the value of postgraduate studies. 相似文献
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Jackie Ravet 《International Journal of Inclusive Education》2013,17(9):948-964
This paper explores the implementation of formative assessment through the ‘autism lens’ in order to analyse why the process can be exclusionary for some learners on the autism spectrum. The central thesis of the paper is that, where teachers have no understanding of the autism learning style, they are likely to revert to a normative, ‘majoritarian’ construction of learning. Two problems may flow from this. First, majoritarian assumptions about learning could dominate the inferential process that is the foundation stone of formative assessment. This could lead teachers to mis-read what is going on inside the heads of learners on the autism spectrum, and cause them to make partial and inaccurate inferences about their learning. Second, majoritarian assumptions may also inform the interactive process that underpins formative assessment. Social interaction can be challenging for learners on the autism spectrum and can limit or exclude their participation unless sensitive modifications are made to the social and communication environment. The case is, therefore, made for teacher awareness of a ‘minoritarian’ perspective that foregrounds knowledge and understanding of the autism learning style. Arguably, this knowledge and understanding could enable teachers to adapt the formative assessment process so that it is more effective and inclusive for this group of learners. 相似文献
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Estelle Macdonald Uttom Chowdhury Jackie Dabney Miranda Wolpert Samuel M. Stein 《Emotional and Behavioural Difficulties》2013,18(1):43-52
Abstract An NHS Trust set up groups to teach social skills to children and adolescents using a cognitive behavioural framework. One group of seven children (five boys and two girls) is described. Parents were invited to a parallel parents' group. Each group lasted for 90 minutes and ran weekly for 6 weeks. Extensive liaison with parents and teachers took place before, during and after the group. Analysis of pre- and postgroup questionnaires sent to parents and teachers indicated improved social functioning, outside the group, for most of the children. Parents valued the dialogue with professionals and often felt supported by them for the first time. Therapists' contact with teachers ensured full knowledge of children's behaviour and the transfer of skills to schools. Cognitive behavioural techniques with children under-going group work require intensive liaison to facilitate generalization of skills learnt. 相似文献
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This article compares the usage of print monographs acquired through firm orders and approval plans to determine whether title-by-title book selection makes a difference. The circulation data of print monographs acquired in a four-year period were extracted and separated according to their acquisition methods. Usage data were analyzed according to the Library of Congress Classification system and library's three subject area groups (Humanities, Social Sciences, and Sciences). The results indicate that books acquired via firm orders had a higher circulation rate in almost all subject areas. The authors discuss how the findings can be used to inform future collection practices. 相似文献