The contribution of domain-specific knowledge in predicting students' proportional word problem-solving performance     

Asha K. Jitendra  Amy E. Lein  Jon R. Star  Danielle N. Dupuis 《Educational Research and Evaluation》2013,19(8):700-716

This study explored the extent to which domain-specific knowledge predicted proportional word problem-solving performance. We tested 411 seventh-grade students on conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge, and proportional word problem solving. Multiple regression analyses indicated that all four domain-specific knowledge variables (i.e., conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge) significantly predicted proportional word problem-solving performance. Conceptual fraction and procedural proportion knowledge contributed the most unique variance (10.0 and 6.7%, respectively, of the total variance) to proportional word problem solving. Procedural fraction and conceptual proportion knowledge each also contributed significant unique variance to proportional word problem solving explaining 5.6 and 2.8%, respectively. The results support the notion that both conceptual fraction and proportion knowledge and procedural fraction and proportion knowledge play a major role in understanding individual differences in proportional word problem-solving performance to inform interventions.  相似文献   

Examining technology integration in middle school STEAM units     

Danielle Herro  Cassie Quigley  Lorraine A. Jacques 《Technology, Pedagogy and Education》2013,22(4):485-498

ABSTRACT

This research draws on a longitudinal study in which middle school math and science teachers enacted STEAM (science, technology, engineering, art and mathematics) teaching in their classroom after participating in intensive STEAM professional development aimed at increasing effective STEAM teaching. The authors address one important aspect in STEAM teaching, technology integration practices of teachers during instruction, and theorise their work using connected learning theory. Qualitative case study is used to identify and describe technology integration themes which emerged during STEAM instruction. Results suggest 17 of the 21 teachers participating in the study demonstrated technology integration involving one or more areas of instructional approaches, assessment and student use. The research expands what we know about how technology can be integrated in STEAM instruction and suggests ways to capitalise on technology to broaden access and appeal to all students during STEAM instruction.  相似文献   

Face it: The Impact of Gender on Social Media Images     

Jessica Rose  Len Shyles  Kelly Barry  Danielle Biagini  Colleen Hart 《Communication quarterly》2013,61(5):588-607

Social websites like Facebook enable users to upload self-created digital images; it is therefore of interest to see how gender is performed in this domain. A panel used a literature review of pictorial features associated with gender traits, and a sample of Facebook pictures to assess gender stereotypes present in Facebook images. Traits emerging in greater prominence in pictures of males included active, dominant, and independent. Those prominent with female users included attractive and dependent. These findings generally conform to gender stereotypes found in prior research and extend the research regarding stereotypical gender traits displayed in professional media depictions to self-selected social media displays. They also extend the research on gender differences in impression management generally, in both interpersonal communication and social media, to include gender-specific traits that are part of young mens and women's impression management.  相似文献   

Direct and Indirect Effects of Parenting on the Academic Functioning of Young Homeless Children     

Janette E. Herbers  J. J. Cutuli  Theresa L. Lafavor  Danielle Vrieze  Cari Leibel  Jelena Obradović 《Early education and development》2013,24(1):77-104

Research Findings: Effects of parenting quality on the academic functioning of young homeless children were examined using data from 58 children ages 4 to 7 and their parents during their stay at an emergency homeless shelter. Parenting quality, child executive function, child intellectual functioning, and risk status were assessed in the shelter, and teacher reports of academic functioning were obtained when the children began kindergarten or 1st grade. As hypothesized, parenting quality was associated with children's academic success, and this effect was mediated by executive function skills in the child. Parenting quality also had a moderating effect on risk, consistent with a protective role of high-quality parenting among children with higher risk levels. Concomitantly, children with higher risk and lower parenting quality appeared to be more vulnerable to academic problems. Practice or Policy: In homeless families, parenting may play an especially important role in academic success through multiple pathways, including the development of executive function skills in their children. Policies and practices to support parents and foster the executive function skills of young children in homeless families may be important strategies to promote child academic success. Implications for intervention efforts with homeless parents and children are discussed.  相似文献   

Changes in the relationship between joint angle and torque production associated with the repeated bout effect     

Malachy P McHugh  Danielle T Tetro 《Journal of sports sciences》2013,31(11):927-932

A single bout of eccentric exercise induces a protective adaptation against damage from a repeated bout. The aim of this study was to determine whether this repeated bout effect is due to a change in the length–tension relationship. Twelve individuals performed an initial bout of six sets of 10 eccentric quadriceps contractions and then performed a repeated bout 2 weeks later. Eccentric contractions were performed on an isokinetic dynamometer at 1.04 rad?·?s^?1 with a target intensity of 90% of isometric strength at 70° of knee flexion. Isometric strength and pain were recorded before and after both eccentric bouts and on each of the next 3 days. Isometric strength was tested at 30°, 50°, 70°, 90° and 110° of knee flexion. On the days following the initial bout, there was a significant loss of isometric strength at all knee flexion angles except 110° (bout×angle: P?<0.01). On day 2, strength averaged 86% of baseline for 30–90° and 102% of baseline for 110°. Strength loss and pain after the initial bout was contrasted by minimal changes after the repeated bout (pain: P?<0.001; strength: P?<0.01). The repeated bout effect was associated with a rightward shift in the length–tension curve; before the repeated bout, isometric strength was 6.8% lower at 30° and 13.6% higher at 110° compared with values before the initial bout (bout×angle: P?<0.05). Assuming that torque production at 110° occurs on the descending limb of the length–tension curve, the increase in torque at 110° may be explained by a longitudinal addition of sarcomeres. The addition of sarcomeres would limit sarcomere strain for subsequent eccentric contractions and may explain the repeated bout effect observed here.  相似文献   

Stroke-coordination and symmetry of elite backstroke swimmers using a comparison between net drag force and timing protocols     

Danielle P. Formosa  Mark G. L. Sayers 《Journal of sports sciences》2013,31(3):220-228

Abstract

Stroke-coordination and symmetry influence the force fluctuations within any net drag force profile. The aim of this study was to analyse elite (FINA points 938) backstroke swimmers stroke-coordination using an instantaneous net drag force and timing protocols using a symmetry index tool. Ten male and nine female elite backstroke swimmers completed three maximum speed trials and five maximum speed net drag force swimming trials. Net drag force was measured using an assisted motorised dynamometer device. Each trial was filmed using three genlocked 50 Hz cameras, synchronised to the net drag force output from the force-platform. This methodology enabled the comparison of stroke-coordination timing symmetry index to net drag force symmetry index. The timing symmetry index and net drag force symmetry index yielded different results, the timing reflects the stroke-coordination, whilst the force index identified the effectiveness of the stroke. The only variable that was significantly different when comparing left and right stroke patterns was the location of minimum net drag forces. Conversely, gender influenced the location of maximum net drag force. Relationship analysis identified that location of maximum net drag force production was the only variable to correlate with speed within this cohort. Backstroke arm coordination was minimally influenced by gender.  相似文献   

Development of the children’s active play imagery questionnaire     

Lisa Cooke  Craig Hall  Danielle Tobin  Michelle Guerrero 《Journal of sports sciences》2013,31(9):860-869

Abstract

The purpose of the current study was to develop an instrument, the Children’s Active Play Imagery Questionnaire (CAPIQ), to assess imagery use during children’s (7–14 years) active play. Phase 1 involved an assessment of content validity using experts (N = 7), while Phase 2 assessed the factorial validity of the CAPIQ using a sample of children (N = 302). Phase 3 contributed to the factorial validity of the CAPIQ by utilising confirmatory factor analysis among an independent sample of children (N = 252). The final version of the CAPIQ consists of 11 items across three factors: fun, social and capability. Further use of the CAPIQ will aid in identifying types of imagery used among children (7–14 years) in their active play, which may contribute to physical activity interventions.  相似文献   

Emergency Preparedness in the Legal Librarian Community in the United States: Current Culture and the Need to Expand Collaboration     

Danielle E. Lewis 《Legal Reference Services Quarterly》2018,37(3-4):204-235

The frequency of natural disasters hitting populated areas is increasing, and due to society’s increased dependency on modern infrastructure, the impacts of disasters have also escalated. I interviewed librarians and law librarians who work or have worked in libraries that were impacted by natural disasters as well as experts in the disaster management field. From their comments and insights, shared in this article, it is clear that there are lessons that can be learned from the larger community in the area of disaster management in law libraries. The law librarian community needs to expand the scope of the national discussion to include disaster management. The key lessons obtained in these national forums, like those shared by the subject matter experts I interviewed, will enable law libraries to become a more resilient and an even more valuable asset to the communities we serve when a natural disaster strikes.  相似文献   

Integrative Public Health-Aligned Physical Education and Implications for the Professional Preparation of Future Teachers and Teacher Educators/Researchers in the Field     

Collin Andrew Webster  David F. Stodden  Russell L. Carson  Catherine Egan  Danielle Nesbitt 《Quest (Human Kinetics)》2016,68(4):457-474

ABSTRACT

This article has two purposes: (a) to consider existing platforms and future possibilities in the United States for what the authors refer to as Integrative Public Health-Aligned Physical Education (IPHPE), which integrates standards-based K–12 physical education with a public health agenda focusing on promoting increased physical activity and fitness, and (b) to consider the implications of IPHPE for the preparation of future physical education teachers and teacher educators/researchers. First, the historical context that has nurtured the development of ideologies that inform IPHPE is summarized. Second, examples of these ideologies in terms of their current and prospective contributions to IPHPE perspectives are discussed. Third, building from existing public health-aligned recommendations for pre-service physical education teacher education (PETE) programs, IPHPE-based professional preparation requirements for future physical education teachers are considered. Finally, the focus shifts to doctoral PETE (D-PETE) programming and professional preparation requirements for future physical education teacher educators/researchers from an IPHPE perspective. The overall intention of this article is to propose a way forward for physical education which bridges educational priorities of the profession to contemporary and relevant public health needs.  相似文献   

A place to learn: cultivating engaging learning environments for young rural Aboriginal Australians     

Danielle Tracey  Rhonda G. Craven  Alexander Seeshing Yeung  Susan Tregeagle  Jodi Burnstein  Helena Stanley 《International Journal of Inclusive Education》2016,20(6):641-658

Rural Aboriginal Australians experience disadvantage across a number of significant social and economic outcomes, including educational engagement and achievement. Current debate postulates that educational environments and systems perpetuate this disadvantage. This qualitative study aimed to contribute to the debate by taking a broader ecological view to consider the aspects of the learning environment that may promote engagement with learning. This paper reports on research conducted in a community-based programme designed to support the engagement of young rural Aboriginal students. A total of 32 participants (including children, parents/carers, tutors, managers, and local teachers) were interviewed to explicate their perspectives on the key aspects of the learning environment that fostered student engagement. An analysis of the interview data identified core characteristics that could be employed to foster engagement and thus contribute to developing equity and self-determination for young rural Aboriginal Australians. Core characteristics that were valued included: a focus on learning and individualised pace; a flexible and relaxed atmosphere; individualised assistance; having an adult who showed interest in the child and their learning; providing a culturally secure learning environment; provision of food; supplying transportation; and staff being part of the same community. This paper contends that these characteristics are valued by the community and thus should inform the practices within the community-based programme as well as mainstream education to facilitate future engagement in learning.  相似文献