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81.
Although every child with disabilities may come to self-actualization by different means and measurements it is, nevertheless,
an important goal. The child with disabilities may be guided toward her goal of self-actualization by being encouraged to
find her individual strengths and capacities, and by being assisted to successfully interact with her environment. This article
explores the use of the scientific method to support the development of a potential-based program that has nurtured self-actualization
and the joy of learning for a child with multiple disabilities and chronic illness. 相似文献
82.
83.
Gillian Kirk 《高等教育研究与发展》2018,37(4):773-787
The literature suggests that student attrition at the university level has been of growing concern in many countries. Student attrition has a number of implications for universities, chief amongst them are losses to revenue and investment in higher education. While many studies have examined causes for attrition from an institutional perspective, this study examines how the Bachelor of Education (Early childhood studies) that sits within the School of Education can support the retention of students from the students’ perspectives. Using a qualitative methodology that recorded up to 40 hours of interviews with 20 students provided insights into why they stay at university and what aspects of the Early childhood studies degree support them in staying. Conversely, the students also comment on those aspects that are not supportive and could impact on retention. The data revealed that a sense of belonging was very important and that particular course-specific activities at certain times supported developing this belonging. The students identified the importance of a mentorship program and how this program needs to be made available from the commencement of their course. Other factors contributing to retention included well-placed practicums, career choice, designated study times, as well as study groups and supportive and responsive lecturers. 相似文献
84.
Jonathan M. D. Staynor Joanna C. Nicholas Gillian Weir Jacqueline A. Alderson 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(4):501-513
This study aims to determine if biomechanically informed injury prevention training can reduce associated factors of anterior cruciate ligament injury risk among a general female athletic population. Female community-level team sport athletes, split into intervention (n = 8) and comparison groups (n = 10), completed a sidestepping movement assessment prior to and following a 9-week training period, in which kinetic, kinematic and neuromuscular data were collected. The intervention group completed a biomechanically informed training protocol, consisting of plyometric, resistance and balance exercises, adjunct to normal training, for 15–20 min twice a week. Following the 9-week intervention, total activation of the muscles crossing the knee (n = 7) decreased for both the training (? ?15.02%, d = 0.45) and comparison (? ?9.68%, d = 0.47) groups. This decrease was accompanied by elevated peak knee valgus (? +27.78%, d = ?0.36) and internal rotation moments (? +37.50%, d = ?0.56) in the comparison group, suggesting that female community athletes are at an increased risk of injury after a season of play. Peak knee valgus and internal rotation knee moments among athletes who participated in training intervention did not change over the intervention period. Results suggest participation in a biomechanically informed training intervention may mitigate the apparent deleterious effects of community-level sport participation. 相似文献
85.
Dart Barry Burnett Paul Boulton-Lewis Gillian Campbell Jenny Smith David McCrindle Andrea 《Learning Environments Research》1999,2(2):137-156
Four hundred and eighty-four students from two metropolitan secondary schools completed the Learning Process Questionnaire,
the Individualised Classroom Environment Questionnaire and the Learner Self Concept scale. Relationships between perceptions
of the classroom learning environment, approaches to learning and self concept as a learner were investigated. Gender and
level of schooling (junior high versus senior high) differences were examined. Results showed Deep Approaches to learning
were significantly related to classroom learning environments which were perceived to be highly personalised and to be encouraging
active participation in the learning process and the use of investigative skills in learning activities. High learner self
concept was positively associated with Deep Approaches to learning and with classrooms perceived as high in Personalisation.
It was negatively associated with Surface Approaches to learning. Differences in perceptions of learning environments and
approaches to learning in relation to gender and level of schooling were small. The implications of these findings are discussed
and strategies for facilitating Deep Approaches to learning are referred to.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
86.
Jeanna R. Wieselmann Emily A. Dare Elizabeth A. Ring-Whalen Gillian H. Roehrig 《科学教学研究杂志》2020,57(1):112-144
Gender equity issues remain a challenge in science, technology, engineering, and mathematics (STEM) fields, where women are highly underrepresented. As integrated STEM instruction becomes increasingly popular in elementary and middle school classrooms, it is important to consider whether the small group activities that are commonplace in STEM instruction support the equitable participation of young girls. This study builds on the existing body of literature to better understand how gender is related to student participation in small group STEM activities and whether students participate differently in science and engineering activities. A single embedded case study was used to explore the experiences of four students aged 10–11 years as they participated in small group work within an integrated STEM unit in their fifth-grade classroom. Two girls and two boys worked together throughout the unit to explore science content related to electromagnetism and apply their content knowledge to an engineering design challenge. Video and audio of students' small group interactions were analyzed using an observation protocol to code their participation in each 3-min segment of STEM activity. Student- and case-level analyses were used to identify patterns of interaction based on gender and type of activity (science vs. engineering). Findings suggest that boys and girls participate in small group STEM activities in different ways, adopting distinct roles within their group. In addition, students displayed divergent patterns of interaction in science- and engineering-focused lessons, suggesting that students need additional practice and support in navigating between science and engineering in integrated STEM units. 相似文献
87.
Graham F. Moore Rebecca E. Anthony Jemma Hawkins Jordan Van Godwin Simon Murphy Gillian Hewitt G. J. Melendez-Torres 《British Educational Research Journal》2020,46(5):1111-1130
Young people's wellbeing is often lowest where they assume a relatively low position within their school's socioeconomic hierarchy, for example, among poorer children attending more affluent schools. Transition to secondary school is a period during which young people typically enter an environment which is more socioeconomically diverse than their primary school. Young people joining a school with a higher socioeconomic status intake relative to their primary school may assume a relatively lowered position within their school’s socioeconomic hierarchy, experiencing a detriment to their wellbeing as a consequence. This article draws on data from 45,055 pupils in Years 7 and 8, from 193 secondary schools in Wales, who completed the 2017 Student Health Research Network (SHRN) Student Health and Wellbeing (SHW) survey. Pupils reported which primary school they previously attended, and survey data on wellbeing were linked to publicly available data on the free school meal entitlement of schools attended. In cross-classified linear mixed-effects models, with primary and secondary school as levels, mental wellbeing varied significantly according to both primary and secondary school attended. A higher school-level deprivation was associated with worse mental wellbeing in both cases. Mental wellbeing was significantly predicted by the relative affluence of a child's primary and secondary school, with movement to a secondary school of higher overall socioeconomic status associated with lowered wellbeing. These findings highlight transition to secondary school as a key point in which socioeconomic inequality in wellbeing may widen, and thus as an important focal point for intervention to reduce health inequalities. 相似文献
88.
Work values in librarianship 总被引:1,自引:0,他引:1
Gillian Allen 《Library & information science research》1998,20(4):415-424
Schneider's (1987a) attraction-selection-attrition framework explains that groups of workers attracted to the same occupational group may be expected to behave alike in their jobs. Specifically, it suggests that certain types of people are attracted to certain occupations, and that people who choose the same occupation tend to behave in a like manner within their occupational group. This study investigated work values in librarianship and identified the work values of library science students (i.e., a group of individuals attracted to the profession of librarianship). It also looked at the work values of business students, to investigate differences in the work values of individuals attracted to these two occupations. These results provide information about work values in librarianship which should be of interest to library managers, to practicing librarians, and to library science students. 相似文献
89.
90.
The article describes the experience of forming a set in a higher education institution and offers some observations and insights gained from the perspectives of the role of the set adviser, cultural differences and the challenges of attempting to align theory, practice and experience. 相似文献