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71.
We assessed young adolescent female soccer players' perceptions of their peer group experiences. Data were collected via interviews with 34 girls from two youth soccer teams (M age = 13.0 years). Following inductive discovery analysis, data were subjected to an interpretive theoretical analysis guided by a model of peer experiences (Rubin, Bukowski, & Parker, 2006). Five categories of peer experiences were identified across three levels of social complexity. At the interaction level players integrated new members into the team and learned to interact with different types of people. At the relationship level players learned about managing peer conflict. At the group level a structure of leadership emerged and players learned to work together. Findings demonstrated interfaces between peer interactions, relationships, and group processes while also simplifying some apparently complex systems that characterized peer experiences on the teams studied. 相似文献
72.
Danielle Herro 《理论付诸实践》2015,54(2):117-127
Because traditional schools struggle to effectively understand, implement, and sustain digital learning initiatives, innovating with digital media in classrooms is a difficult endeavor. Practitioners need examples to better understand conditions necessary to move forward with digital media and learning (DML) in schools. This article provides examples and supports research proposing that context and culture matter when innovating in schools. Three classroom cases using Web 2.0, app development, and game design are discussed, offering educators a pathway to consider similar pedagogical and participatory approaches to foster learning. Classroom contexts, teachers' perspectives, district supports, technical requirements, and scalability are highlighted. The examples suggest innovative DML initiatives can flourish within schools when participants are mindful of context and when a participatory culture is supported (Jenkins, Clinton, Purushotma, Robison, & Weigel, 2006). 相似文献
73.
The aim of this study was to examine the effects of sport goggles on visual target detection in female intercollegiate athletes. Participants were randomly divided into three groups that varied in goggle use (G) or no goggle use (NG) over a total of three 1-min trials during a visual target detection task. The NG-NG-NG group did not wear goggles for any of the trials, whereas the NG-G-NG group wore goggles for the second trial only, and the G-NG-G group wore goggles for the first and third trials. The task consisted of illuminated targets arranged in five concentric rings from central to peripheral visual angles. The effects of sport goggles on response time to detect targets were most evident in the peripheral rings. Those who did not wear sport goggles showed improved performance from the first to second trials. This improvement was impaired, however, in those who wore sport goggles. Moreover, there was a reversal of the performance improvements achieved without goggles in those who wore goggles on the third trial. Together, these findings suggest the sport goggles not only impaired the expected initial performance but also impaired visual target detection after performance improvements were seen. These findings suggest sport goggles may impair detection of peripheral visual stimuli in athletes. 相似文献
74.
Danielle B. Harlow Lauren H. Swanson Valerie K. Otero 《Journal of Science Teacher Education》2014,25(1):97-117
We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students’ science ideas and restate these ideas in scientific terms. Based on this research, we inferred that analyzing children’s ideas through videos provides a meaningful context for applying conceptual physics knowledge in physics courses. Activities that are embedded within a disciplinary curriculum, such as those studied here, may help prospective teachers learn to use disciplinary knowledge in exactly the type of activity in which their content knowledge will be most useful: listening to and interpreting children’s science ideas. 相似文献
75.
Julie M. Glanville Steven Duffy Rachael McCool Danielle Varley 《Journal of the Medical Library Association》2014,102(3):177-183
Background:
Since 2005, International Committee of Medical Journal Editors (ICMJE) member journals have required that clinical trials be registered in publicly available trials registers before they are considered for publication.Objectives:
The research explores whether it is adequate, when searching to inform systematic reviews, to search for relevant clinical trials using only public trials registers and to identify the optimal search approaches in trials registers.Methods:
A search was conducted in ClinicalTrials.gov and the International Clinical Trials Registry Platform (ICTRP) for research studies that had been included in eight systematic reviews. Four search approaches (highly sensitive, sensitive, precise, and highly precise) were performed using the basic and advanced interfaces in both resources.Results:
On average, 84% of studies were not listed in either resource. The largest number of included studies was retrieved in ClinicalTrials.gov and ICTRP when a sensitive search approach was used in the basic interface. The use of the advanced interface maintained or improved sensitivity in 16 of 19 strategies for Clinicaltrials.gov and 8 of 18 for ICTRP. No single search approach was sensitive enough to identify all studies included in the 6 reviews.Conclusions:
Trials registers cannot yet be relied upon as the sole means to locate trials for systematic reviews. Trials registers lag behind the major bibliographic databases in terms of their search interfaces.Implications:
For systematic reviews, trials registers and major bibliographic databases should be searched. Trials registers should be searched using sensitive approaches, and both the registers consulted in this study should be searched.Clinical trials registers such as ClinicalTrials.gov and portals to trials registers such as the World Health Organization (WHO) International Clinical Trials Registry Platform (ICTRP) are increasingly used to identify ongoing or completed clinical trials. These resources offer important information on the methods and progress of trials likely to be of interest to a range of users, including researchers, clinicians, and patients. The extent to which these resources can be relied upon as a sole source of trials for inclusion in systematic reviews, including Cochrane systematic reviews (CSRs), is the subject of the research study reported here. This study also investigates the most efficient ways that librarians, information professionals, and other searchers can search these resources. Search efficiency was investigated by evaluating the overlap and unique yield of searches in the two resources and by testing four search approaches. The tested search approaches ranged from the very precise (single specific condition search term combined with a single specific intervention search term) to the very sensitive (at least two interventions terms). 相似文献76.
77.
Danielle Rhodes Quentin A. Fogg Michelle D. Lazarus 《Anatomical sciences education》2018,11(4):410-426
Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross‐level, near‐peer and reciprocal‐peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching‐related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self‐assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence‐based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ 11: 410–426. © 2017 American Association of Anatomists. 相似文献
78.
79.
The Nonverbal Literacy Assessment (NVLA) is a literacy assessment designed for students with significant intellectual disabilities. The 218‐item test was initially examined using confirmatory factor analysis. This method showed that the test worked as expected, but the items loaded onto a single factor. This article uses item response theory to investigate the NVLA using Rasch models. First, we reduced the number of items using a unidimensional model, which resulted in high levels of test reliability despite decreasing the number of questions, providing the same information about student abilities in less time. Second, the multidimensional analysis indicated that it is possible to view the NVLA as a test with four dimensions, resulting in more detailed information about student abilities. Finally, we combined these approaches to obtain both specificity and brevity, with a four‐dimensional model using 133 items from the original NVLA. 相似文献
80.
Danielle Colardyn Gerard Malglaive 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(4):459-477
In 1982, the French Government instituted a new National Vocational Education Plan (NVEP) to combat the nationwide problem of students leaving the school system prior to receiving adequate vocational preparation. This plan affects 100,000 young people between the ages of 16 and 18 years. The NVEP gave to each Regional Government the opportunity to create its own programmes and curricula; it renewed counselling and individual assessment facilities; it established new tracks within the education system; it also established co-operative education (linking education to the world of work). Concurrently, an Assessment and Observation System was created.During the first assessment year (1982–1983), information was gathered about existing local educational resources, counselling facilities, characteristics of the 16 to 18 year-old population, functioning of the educational tracks and co-operative education system. During the second year (1983–1984), the assessment provided quantitative statistical results. The most striking result concerns the configurations of educational and employment experiences which seemed to determine the ability of students to find employment. Students with a background of job intensive experiences were more successful in finding subsequent employment than those without. Students with education intensive experiences entered an educational programme because they were unable to find a first job.While the benefits of the NVEP were not immediately apparent, it nevertheless became evident that at this level of training, education was not necessarily the royal road to employment. However, employment criteria cannot be the only way to assess a vocational education system.
The Assessment and Observation System was supported by the French Ministry of Vocational Education and directed by Dr. G. Malglaive. The assessment of the National Vocational Education Plan was conducted by the National Assessment Team (S. Aubrun, E. Beauvallet, P. Chevalier, D. Colardyn, A.-M. Lucas, J.-G. Meilhac) with the effective contribution of 15 regional teams.
We are specially grateful to Jessie Miller, graduate student in Psychology, Boston University, whose co-operation and helpful comments on a previous draft made this paper possible. 相似文献
Zusammenfassung 1982 setzte die französische Regierung einen neuen Nationalen Berufsausbildungsplan (NVEP) inkraft zur Bekämpfung des landesweiten Problems des Abgehens der Schüler von den Schulen, bevor sie durch eine entsprechende Berufsausbildung vorbereitet sind. Dieser Plan betrifft 100.000 junge Leute im Alter von 16 bis 18 Jahren. Der NVEP gab jeder Region die Möglichkeit, ihre eigenen Programme und Curricula zu entwickeln; er erneuerte die Möglichkeiten zur Beratung und individuellen Bewertung; er bahnte neue Wege innerhalb des Erziehungswesens und führte die kooperative Erziehung (Verbindung von Schulbildung und Arbeitswelt) ein. Gleichzeitig wurde ein Bewertungs- und Beobachtungssystem geschaffen.Während des ersten Jahres der Bewertung (1982–1983) wurden Informationen zusammengetragen über bestehende lokale Bildungsressourcen, Beratungsmöglichkeiten, typische Merkmale der Bevölkerungsgruppe der 16 bis 18jährigen, über die Auswirkung der neuen Wege im Erziehungswesen und über das kooperative Erziehungs-system. Während des zweiten Jahres (1983–1984) wurden durch das Bewertungs-system statistische Ergebnisse quantitativer Art bereitgestellt. Das beeindruckendste Resultat betrifft die Konfigurationen von Schul- und Berufserfahrungen, die anscheinend die Fähigkeit der Schüler, eine Anstellung zu finden, bestimmen. Schüler mit einem Hintergrund intensiv berufsbezogener Erfahrungen waren erfolgreicher später eine Anstellung zu finden, als Schüler ohne solche Erfahrungen. Schüler mit intensiv schulbezogene Erfahrungen meldeten sich zu einem Weiterbildungsprogramm an, da sie nicht in der Lage waren, eine erste Anstellung zu finden.Während die Vorteile des NVEP nicht sofort offenkundig waren, wurde dennoch ersichtlich, daß auf dieser Ausbildungsebene Schulerziehung nicht notwendigerweise ein Tor zur Anstellung öffnet. Gleichwohl können berufliche Einstellungskriterien nicht der einzige Weg zur Bewertung eines Berufsausbildungssystems sein.
Résumé En 1982, le gouvernement français a inauguré un nouveau Plan National d'Enseignement Professionnel (PNEP) afin de combattre à l'échelle nationale le problème des élèves qui quittent le système scolaire avant d'avoir acquis un niveau adéquat de formation professionnelle. Ce plan concerne 100.000 jeunes gens âgés de 16 à 18 ans. Le PNEP donnait la possibilité à chaque Région de créer ses propres programmes et curricula; il renouvelait les possibilités de consultation et d'évaluation individuelle; il ouvrait de nouvelles voies au sein du système d'éducation; il jetait également les bases d'une éducation coopérative (entendue dans le sens d'une liaison éducation—travail).Au cours de la première année d'évaluation (1982–1983), des informations furent compilées sur les ressources éducatives locales disponibles, les possibilités de consultation, les caractéristiques de la tranche d'âge des 16 à 18 ans, le fonctionnement des voies éducatives et du système d'éducation coopérative. Lors de la seconde année (1983–1984), l'évaluation fournit des résultats statistiques quantitatifs. Les résultats les plus significatifs concernent les configurations des expériences éducatives et relatives au travail qui déterminaient apparemment la capacité des étudiants de trouver un emploi. Les apprenants aux expériences intensives de travail avaient plus de facilité à trouver un emploi par la suite que ceux qui n'en avaient pas. Les étudiants aux expériences intensives d'apprentissage commençaient un nouveau programme d'étude parce qu'ils n'arrivaient pas à trouver un premier emploi.Si les résultats positifs du PNEP n'ont pas été immédiatement apparents, il est cependant apparu évident qu'à ce niveau de formation, l'éducation ne représentait pas la voie royale conduisant à un emploi. Toutefois, les critères relatifs à l'emploi ne peuvent constituer le seul moyen d'évaluation d'un système d'enseignement professionnel.
The Assessment and Observation System was supported by the French Ministry of Vocational Education and directed by Dr. G. Malglaive. The assessment of the National Vocational Education Plan was conducted by the National Assessment Team (S. Aubrun, E. Beauvallet, P. Chevalier, D. Colardyn, A.-M. Lucas, J.-G. Meilhac) with the effective contribution of 15 regional teams.
We are specially grateful to Jessie Miller, graduate student in Psychology, Boston University, whose co-operation and helpful comments on a previous draft made this paper possible. 相似文献