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91.
Lynn Meltzer Tamar Katzir Lynne Miller Ranjini Reddy Bethany Roditi 《Learning disabilities research & practice》2004,19(2):99-108
This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4–9 in two urban and suburban communities. After six months of classroom‐based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom‐based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings. 相似文献
92.
Lynn S. Liben 《Child development》2008,79(6):1600-1605
This article introduces a collection of essays on continuity and discontinuity in cognitive development. In his lead essay, J. Kagan (2008) argues that limitations in past research (e.g., on number concepts, physical solidarity, and object permanence) render conclusions about continuity premature. Commentaries respectively (1) argue that longitudinal contexts are essential for interpreting developmental data, (2) illustrate the value of converging measures, (3) identify qualitative change via dynamical systems theory, (4) redirect the focus from states to process, and (5) review epistemological premises of alternative research traditions. Following an overview of the essays, this introductory article discusses how the search for developmental structures, continuity, and process differs between mechanistic‐contextualist and organismic‐contextualist metatheoretical frameworks, and closes by highlighting continuities in Kagan’s scholarship over the past half century. 相似文献
93.
AbstractA large body of evidence now shows that higher protein intakes (2–3 times the protein Recommended Dietary Allowance (RDA) of 0.8 g/kg/d) during periods of energy restriction can enhance fat-free mass (FFM) preservation, particularly when combined with exercise. The mechanisms underpinning the FFM-sparing effect of higher protein diets remain to be fully elucidated but may relate to the maintenance of the anabolic sensitivity of skeletal muscle to protein ingestion. From a practical point of view, athletes aiming to reduce fat mass and preserve FFM should be advised to consume protein intakes in the range of ~1.8–2.7 g kg?1 d?1 (or ~2.3–3.1 g kg?1 FFM) in combination with a moderate energy deficit (?500 kcal) and the performance of some form of resistance exercise. The target level of protein intake within this recommended range requires consideration of a number of case-specific factors including the athlete's body composition, habitual protein intake and broader nutrition goals. Athletes should focus on consuming high-quality protein sources, aiming to consume protein feedings evenly spaced throughout the day. Post-exercise consumption of 0.25–0.3 g protein meal?1 from protein sources with high leucine content and rapid digestion kinetics (i.e. whey protein) is recommended to optimise exercise-induced muscle protein synthesis. When protein is consumed as part of a mixed macronutrient meal and/or before bed slightly higher protein doses may be optimal. 相似文献
94.
课程标准是引领学校教育发展的纲领性文件,美国在课程标准的可持续发展方面一直走在世界前列。本研究采用文献资料法、比较研究法和逻辑分析法,对美国近二十年来三个不同版本(1995年版、2004年版和2013年版)国家体育课程标准进行了分析。结果表明,大规模的教育变革、解除学校体育危机的需求、对“什么是受过良好体育教育个体”问题的探索引导了美国国家课程标准的流变,具体体现在课程标准框架、课程标准的具体内容和课程标准的评价三个方面,表现出越来越关注对“完整的人”的培养、语言表述更加简洁清晰、可操作性逐步提升、更加强调研究成果的渗透等特点。这种流变对于我国《体育与健康课程标准》的不断修订与完善,促进体育与健康课程的可持续发展具有较强的启发意义。 相似文献
95.
We explore the first four articles in this Special Issue of Studying Teacher Education to identify challenges to the self-study of teaching and teacher education practices (S-STEP) methodology, and how this methodology supports the work of teachers and teacher educators working in urban settings. We respond to these articles by identifying strategies and tools that might be used by S-STEP researchers to strengthen the presentation of their work and to explore the challenges to transforming classrooms using this methodology. 相似文献
96.
97.
Ryan Litsey Susan Hidalgo Kaley Daniel Julie Barnett Amy Kim Shannon Jones 《Journal Of Access Services》2015,12(1-2):31-41
The academic library, given its often privileged position on campus, is the information source that can include directional as well as general campus facts among the myriad of print and e-resources for reference. Also, an academic library's audiences can be quite varied and include prospective students or parents seeking more general knowledge of the building and the campus. Many times this need for information drives patrons to the library service desks. Sometimes, especially during the high-demand seasons of new student orientation and beginning of the fall semesters, the desk is so busy that many patrons will leave because they don't have the time to wait. To address this immediate need for information, Texas Tech University Libraries developed an interactive kiosk to provide general information for frequently asked questions in a more efficient, creative, and interactive way. The kiosk provides a fun method of satisfying a patron's information needs without the requirement of a staff member or the need to wait in line for help. The kiosk is available as long as the Library is open and provides a variety of useful answers to general questions, as well as facts about the Library. 相似文献
98.
99.
Presidential election campaigns provide opportunities for parents to socialize their children to become politically engaged citizens. However, news coverage of the 2016 U.S. presidential campaign contained inappropriate content, leading parents to possibly restrict or denigrate rather than encourage child campaign news consumption. This study built on literatures in political socialization and parental mediation to explore mediation of campaign news coverage. Data from a representative sample of American parents during the Autumn of 2016 revealed that co-viewing, active mediation, and restrictive mediation were relatively common. The predictors of mediation included political variables, parenting orientations, and child factors, with the latter two often interacting with one another. The results have implications for how we conceptualize both political socialization and parental mediation. 相似文献
100.
Amy K. Way 《Journal of Applied Communication Research》2019,47(2):197-215
A recent focus among communication scholars, the study of contradiction and paradox illuminates the inherent irrationality of organizing. The following case study examines how youth labor – cast as play – functions as a series of tensions and contradictions in the day-to-day construction of work(er) between adults and youth. Mirroring the popular reality TV show, The Apprentice, the program under study communicated contradictory messages about youth work(ers) in terms of: (1) proving/discounting oneself as worker, (2) demanding confidence while orchestrating uncertainty and (3) playing along versus being playful in the organizationally prescribed framework, effectively dismissing work(ers) essential to the functioning of the organization. My analysis demonstrates how the framing of youth’s work as a game delegitimized youth work(ers) resulting in potentially exploitative working conditions, and serves as a call to communication scholars to better account for youth as workers, while pointing to similar implications for other types of provisional and contingent work(ers). 相似文献