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Kym Ahrens David Lane DuBois Paula Lozano Laura P. Richardson 《Learning disabilities research & practice》2010,25(4):207-216
We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self‐esteem, and reported a higher overall number of positive outcomes than nonmentored youth. Mentorship by teachers/guidance counselors was associated with larger differences in high school graduation rates and self‐esteem compared to nonmentored youth whereas mentorship by nonteachers was associated with smaller changes in self‐esteem and no differences in high school completion rates. Future research should include more in‐depth, objective assessments of youths’ learning disabilities, consideration of interactions with concurrent risk factors, and efforts to clarify optimal strategies for mentoring support of YLD. 相似文献
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Even at the primary level, computational thinking (CT) can support young students to prepare for participating in futures that are immersed in data. In mathematics classrooms, there are few explanations of the ways CT can support students in formulating and solving complex problems. This paper presents an example of a primary classroom investigation (8-9 year olds) over seven lessons of the problem “How long does it take to read a book?” The aim is to illustrate ways a statistical investigation can provide context for CT and demonstrate how the two complement each other to solve problems involving mathematics. The findings highlight opportunities and challenges that students face across the elements of CT—decomposition, abstraction, pattern recognition and modelling, and generalization and algorithmic thinking, including recommendations for teaching. 相似文献
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Andrew W.M. Fry 《Child abuse & neglect》1981,5(2):159-165
During the course of the Special Unit's operation it became apparent that in many cases there was a demonstrable need for assessment; for a period of involvement with the family by one worker who could not only explore the background information, from parents and agencies alike, but also engage the whole family in an interventive schedule which explores their positive development by the use of a number of treatment modalities, the effectiveness of which could be evaluated in operation. Time-tabled case conferences on a weekly basis with a standing membership at the core reflecting the membership of the policy-making Area Review Committee, supplemented by other workers also involved in each case, provide the regular and consistent forum from which assessment cases are referred and for which assessment reports are prepared. The assessment process is the beginning of a long-term interventive schedule in which the clients and workers both participate. The system is, in essence and practise, a simple one but its effects have been felt not only in terms of ongoing casework with families but also at the level of policy-making in reappraisal of our traditional agency attitudes to child abuse. 相似文献
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Kym Fraser 《International Journal for Academic Development》2013,18(1):60-65
Abstract In higher education settings two aims of multimedia development and use are: to enhance student learning by changing the nature of the curriculum experience, and to improve the teaching environment. This paper proceeds from the premise that the involvement of academic developers in the production of multimedia projects has the potential to enhance the pedagogical value of the final product. The evaluation of multimedia projects is considered in relation to five issues: conceptual need, students, medium, integration, and relation to existing products. Also presented are associated questions which can be used to explore each issue, and corresponding techniques which can be used to answer those questions. Suggestions are made for ways in which academic developers might create opportunities to work on multimedia development, and specific journals are suggested to assist developers in becoming familiar with the field. 相似文献
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Kym Joanne Price Brett Ashley Gordon Stephen Richard Bird Amanda Clare Benson 《Journal of sports sciences》2020,38(9):970-984
ABSTRACTInterval exercise training is increasingly recommended to improve health and fitness; however, it is not known if cardiovascular risk is different from continuous exercise protocols. This systematic review with meta-analyses assessed the effect of a single bout of interval exercise on cardiovascular responses that indicate risk of cardiac fibrillation and infarction compared to continuous exercise. Electronic databases Medline, CINAHL, Embase, Scopus and Cochrane were searched. Key inclusion criteria were: (1) intervals of the same intensity and duration followed by a recovery period and (2) reporting at least one of blood pressure, heart rate variability, arterial stiffness or function. Cochrane Risk of Bias tool and GRADE approach were used. Meta-analyses found that systolic blood pressure responses to interval exercise did not differ from responses to continuous exercise immediately (MD 8 mmHg [95% CI ?32, 47], p = 0.71) or at 60 min following exercise (MD 0 mmHg [95% CI ?2, 1], p = 0.79). However, reductions in diastolic blood pressure and flow-mediated dilation with interval exercise were observed 10–15 min post-exercise. The available evidence indicates that interval exercise does not convey higher cardiovascular risk than continuous exercise. Further investigation is required to establish the safety of interval exercise for clinical populations. 相似文献