Teaching Ethnic Cultures: Fiction and Fact     

Murry R. Nelson  Jamie Myers 《Teaching Education》2013,24(2):23-31

  相似文献   

Evidence of alphabetic knowledge in writing: connections to letter and word identification skills in preschool and kindergarten     

Victoria J. Molfese  Jennifer L. Beswick  Jill L. Jacobi-Vessels  Natalie E. Armstrong  Brittany L. Culver  Jamie M. White  Melissa C. Ferguson  Kathleen Moritz Rudasill  Dennis L. Molfese 《Reading and writing》2011,24(2):133-150

The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis, left–right orientation, and correct letter sequencing) would better reflect differences in children’s writing knowledge in preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic writing instruction in preschool curricula are discussed.  相似文献   

Identifying the critical time period for information extraction when recognizing sequences of play     

North JS  Williams AM 《Research quarterly for exercise and sport》2008,79(2):268-273

  相似文献   

Examining the relationships between challenge and threat cognitive appraisals and coaching behaviours in football coaches     

Martin Dixon  Martin J. Turner  Jamie Gillman 《Journal of sports sciences》2017,35(24):2446-2452

Previous research demonstrates that sports coaching is a stressful activity. This article investigates coaches’ challenge and threat cognitive appraisals of stressful situations and their impact on coaching behaviour, using Blascovich and Mendes’ (2000) biopsychosocial model as a theoretical framework. A cross-sectional correlational design was utilised to examine the relationships between irrational beliefs (Shortened general attitude and belief scale), challenge and threat appraisals (Appraisal of life events scale), and coaching behaviours (Leadership scale for sports) of 105 professional football academy coaches. Findings reveal significant positive associations between challenge appraisals and social support, and between threat appraisals and autocratic behaviour, and a significant negative association between threat appraisals and positive feedback. Results also show that higher irrational beliefs are associated with greater threat, and lesser challenge cognitive appraisals. However, no associations were revealed between irrational beliefs and challenge cognitive appraisals. Additionally, findings demonstrate a positive relationship between age and training and instruction. Results suggest that practitioners should help coaches to appraise stressful situations as a challenge to promote positive coaching behaviours.  相似文献   

International trade data: Reported by the office of consumer goods,U.S. Department of Commerce     

Jamie?J.?FermanEmail author 《Publishing Research Quarterly》2003,18(4):31-34

  相似文献   

Stressors, coping, and coping effectiveness: gender, type of sport, and skill differences   总被引：1，自引：0，他引：1  

Nicholls AR  Polman R  Levy AR  Taylor J  Cobley S 《Journal of sports sciences》2007,25(13):1521-1530

The aim of this study was to examine stressors, coping, and coping effectiveness as a function of gender, type of sport, and skill. The sample consisted of 749 undergraduate athletes (455 males, 294 females) aged 18-38 years (mean= 19.8 years). Skill was classified as international/national, county, university, and club standard. Participants completed a stressor and coping concept map (Novak & Gowin, 1984). The results revealed gender, type of sport, and skill differences in relation to stressor frequencies, coping strategy deployment, and coping effectiveness. In contrast to previous research, females used a variety of problem-focused (e.g. planning, communication, technique-orientated coping) strategies more frequently than males. Team sport athletes reported a variety of sport-specific stressors relating to the demands of playing in a team environment. The group of national/international athletes reported using more planning, blocking, and visualization, and also reported that their coping was more effective than that of less-skilled athletes.  相似文献   

Travel Cost Analysis of a Cultural Heritage Site: The Case of Historic St. Mary's City of Maryland   总被引：4，自引：1，他引：3  

P. Joan Poor  Jamie M. Smith 《Journal of Cultural Economics》2004,28(3):217-229

Historic St. Mary's City located in rural southern Maryland, marks the 17th century British Colonial capital of the State of Maryland. As with most cultural heritage sites, Historic St. Mary's City can be classified as possessing public goods-type characteristics, and as such, welfare benefit estimates must utilize non-market valuation techniques. To date, the primary valuation methodology used for cultural heritage sites research involves stated preference methods. This study is one of the first to employ a revealed preference methodology, the zonal travel cost model, to estimate the consumer surplus welfare measures of a cultural heritage site. We analyze three years of visitor sample data to compare three functional forms of visitor demand. The average of the annual individual consumer surplus measures ranged from approximately $8.00 to $19.26, depending on the functional forms used. When aggregated to the total number of individual paid visitors, the average annual benefit estimates range from approximately $75,492 to $176,550.  相似文献   

Staying Roman: Conquest and Identity in Africa and the Mediterranean, 439-700     

Jamie Wood 《Al-Masaq: Islam & the Medieval Mediterranean》2015,27(2):172-174

  相似文献   

‘Black and whiters’: the relative powerlessness of ‘active’ supporter organization mobility at English Premier League football clubs     

Jamie Cleland  Kevin Dixon 《Soccer & Society》2015,16(4):540-554

This article examines the reaction by Newcastle United supporters to the resignation of Kevin Keegan as Newcastle United manager in September 2008. Unhappy at the ownership and management structure of the club following Keegan’s departure, a series of supporter-led meetings took place that led to the creation of Newcastle United Supporters’ Club and Newcastle United Supporters’ Trust. This article draws on a non-participant observation of these meetings and argues that although there are an increasing number of ‘active’ supporters throughout English football, ultimately it is the significant number of ‘passive’ supporters who hamper the inclusion of supporters’ organizations at higher level clubs. The article concludes by suggesting that clubs, irrespective of wealth and success, need to recognize the long-term value of supporters. Failure to do so can result in fan alienation and ultimately decline (as seen with the recent cases of Coventry City and Portsmouth).  相似文献   

Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding     

Jamie?L.?JensenEmail author  Mark?A.?McDaniel  Steven?M.?Woodard  Tyler?A.?Kummer 《Educational Psychology Review》2014,26(2):307-329

In order to test the effect of exam-question level on fostering student conceptual understanding, low-level and high-level quizzes and exams were administered in two sections of an introductory biology course. Each section was taught in a high-level inquiry based style but was assigned either low-level questions (memory oriented) on the quizzes and exams, or high-level questions (application, evaluation, and analysis) on the quizzes and exams for the entirety of the semester. A final exam consisting of 20 low-level and 21 high-level questions was given to both sections. We considered several theoretical perspectives based on testing effect, test expectancy, and transfer-appropriate processing literature as well as the theoretical underpinnings of Bloom’s taxonomy. Reasoning from these theoretical perspectives, we predicted that high-level exams would encourage not only deeper processing of the information by students in preparation for the exam but also better memory for the core information (learned in the service of preparing for high-level questions). Results confirmed this prediction, with students in the high-level exam condition demonstrating higher performance on both the low-level final-exam items and the high-level final exam items. This pattern suggests that students who are tested throughout the semester with high-level questions acquire deep conceptual understanding of the material and better memory for the course information, and lends support to the proposed hierarchical nature of Bloom’s taxonomy.  相似文献