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51.
In this collaborative article, we seek to unsettle the dominance of Western, reconstructionist accounts of Indigenous Australian sport history through reflections on our past research in the Queensland Aboriginal community of Cherbourg. That research focussed on a statue of legendary 1930s cricketer, Eddie Gilbert, and on sport exhibitions in Cherbourg's Ration Shed Museum. Here, we are less concerned with unveiling the ‘true’ account of Australian Aboriginal sporting history, or even a ‘true’ Indigenous representation of events. Rather, we are interested in analysing various perspectives in order to generate a more inclusive and complete account of Aboriginal sport history and the narrative implications of these for Indigenous and non-Indigenous Australia. Central to this endeavour is the positioning of Indigenous knowledge and understanding at the centre of history-making. The article is in two sections: reflections on our past work from the perspectives of the researchers themselves and an Aboriginal academic colleague, followed by a discussion of how those experiences and reflections will inform our pending project on the 1950s and 1960s Cherbourg marching girls teams. 相似文献
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Chelsea A. Harris 《Roeper Review》2013,35(2):133-134
Making Connections: Teaching and the Human Brain Renate Nummela Caine and Geoffrey Caine Association for Supervision and Curriculum Development (ASCD) 1250 N. Pitt St. Alexandria, VA 22314–1403 1991 $15.95 paper Restructuring Schooling for Individual Differences William M Bechtol and Juanita S. Sorenson Allyn and Bacon 111 10th St. Des Moines, IA 50309 1992 448 pp. $39.95 You Can't Say You Can't Play Vivian Gussin Paley Harvard University Press 79 Garden St. Cambridge, MA 02138 1992 144 pp. $10.00 Challenging the Potential: Programs for Disadvantaged Talented Youth Sherri Oden, Mario Kelley, Zhenkui Ma, David Weikart High/Scope Press 600 N. River St. Ypsilanti, MI 48198–2890 1991 400 pp. $29.00 Creative Thinking Problem‐Solving and the Arts Orientation John F. Wakefield Ablex Publishing Corporation 355 Chestnut St; Norwood, NJ 07648 1992 $22.50 相似文献
53.
Studies of psychological distress (PD) in university students have shown that they have high prevalence rates. These findings have raised concerns that PD may be leading to poorer student outcomes, such as elevated dropout rates. The aim of this study was to examine the association of PD in undergraduate university students with the competing risks of degree dropout or completion. It analysed data from the Household Income and Labour Dynamics in Australia (HILDA) survey. The sample comprised 1265 university students. PD (i.e., probable depression and/or anxiety) was measured with a validated cut-off score of ≤65 on the 5-item Mental Health Inventory (MHI-5) from the Short Form 36 (SF-36). The study used an accelerated longitudinal design with student year of study as the metric of time and estimated dynamic discrete-time, competing risks survival models. Contrary to expectations, the study found that students with PD had lower odds of degree dropout and higher odds of degree completion than students without PD in year 4 of their degrees. This study contributes to the empirical literature on university student mental health by showing that, while PD can be debilitating and negatively affect students’ general educational experience, it is not as harmful to academic progress as might be assumed. 相似文献
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Seven hundred thirty-one income-eligible families in 3 geographical regions who were enrolled in a national food supplement program were screened and randomized to a brief family intervention. At child ages 2 and 3, the intervention group caregivers were offered the Family Check-Up and linked parenting support services. Latent growth models on caregiver reports at child ages 2, 3, and 4 revealed decreased behavior problems when compared with the control group. Intervention effects occurred predominantly among families reporting high levels of problem behavior at child age 2. Families in the intervention condition improved on direct observation measures of caregivers' positive behavior support at child ages 2 and 3; improvements in positive behavior support mediated improvements in children's early problem behavior. 相似文献
56.
The relationship between children’s TV consumption and literacy outcomes is currently unclear, as past research has identified both linear and curvilinear trends. One explanation for the contradictory results is the varying content children consume; specifically, researchers have argued that research-based educational TV programming should be positively related to literacy outcomes whereas non research-based programming should be negatively related to literacy outcomes (what we refer to as the validated curriculum hypothesis). To test this hypothesis, students in grades 4 and 5 N = 120) completed a survey assessing educational TV consumption and leisure reading/writing behaviors. The results upheld the validated curriculum hypothesis and revealed several key moderators including composite TV consumption and parents’ reading behavior. 相似文献
57.
The purpose of this study was to compare the motor skill performance of preschool children from low socioeconomic (SES) backgrounds to their age matched typically developing peers using the Peabody Developmental Motor Scales-2 (PDMS-2). Sixty-eight children (34 low SES and 34 typically developing; ages 3–5) performed the PDMS-2. Standard scores from each subtest (i.e., stationary, locomotion, object manipulation, grasping, and visual-motor integration) and three quotient scores were calculated for the children identified as low SES and typically developing children. A MANOVA was used to analyze the PDMS-2 standard score and quotient score differences between the children identified as low SES and the typically developing children. All preschool children identified as low SES scored at average or lower on total motor quotient scores. Specifically, 88.2 % of children identified as low SES were classified as average, and 11.8 % of children were in the below average performance category. The MANOVA analysis showed that children identified as low SES scored significantly lower than the typically developing children on the visual-motor integration subtest, F(1,64) = 7.232, p = .009; locomotion subtest, F(1,64) = 11.449, p = .001; and TMQ, F(1,64) = 4.732, p = .033. Children identified as low SES were significantly delayed in both fine and gross motor skill areas when compared to their typically developing age and gender matched peers. Researchers are recommended to provide comprehensive assessments for preschool children and to include motor tasks when designing early intervention programs. 相似文献
58.
Alison Mackinnon 《Interchange》2003,34(2-3):281-296
When Egil Johansson began his work in the parishes of northern Sweden, women's history, in common with the history of literacy, was in its infancy. Demographers did not ask questions of their sources specifically about gender relations. In the succeeding quarter century women's historians have begun to ask key questions about processes such as changing patterns of family formation, women's place in the building of educational institutions, and women's role in public and private life, using existing sources in innovative, sometimes critical, ways. This paper reports on a pilot study that focuses on the education of women in northern Sweden in the late 19th century in relation to their patterns of family formation, drawing from the Demographic Database computerized records, routinely generated education records, and local archives. This combination of sources, it argues, can enable links to be made between gender systems, their maintenance (or disruption) and demographic change. But those links require a wider interdisciplinary approach if theories of fertility decline are to be developed. 相似文献
59.
Laura Gosine Brianna Kean Chelsea Parsons Matthew B. McSweeney 《Journal of Food Science Education》2021,20(1):18-25
Three‐dimensional (3D) food printing is a new technology that can be used to produce personalized and customized food products. However, very little research has been completed on how 3D food printers could be used as educational tools. As such, the objective of this study was to evaluate how teachers (n = 6), dietitians (n = 6), and nutrition students (n = 11) envision the use of 3D food printers when disseminating information about food and nutrition. Focus groups were conducted with teachers, dietitians, and nutrition students. Initially, the participants were introduced to the concept of 3D food printing and then they were asked how they could use a 3D food printer in their teachings. The participants did not feel that a 3D food printer would enhance their teaching and instead felt it could confuse or frighten people. Also, all of the participants were worried about learning how to 3D print foods. The participants did state that people would be interested in watching a 3D food printer. Furthermore, the teachers and nutrition students indicated they thought a demonstration of a 3D food printer would lead to more interest in food and nutrition. Additionally, they thought a 3D food printer could be used to create visually appealing foods. Overall, until 3D food printers are found in residential and commercial kitchens, the participants did not think it would enhance their teachings; however, they did indicate that 3D food printing demonstrations could lead to students being interested in the food and nutrition fields. 相似文献
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Chelsea Reynolds 《广播与电子媒介杂志》2019,63(2):356-358