Armstrong,D. A., II,Bakker, R., Carroll,R., Hare,C., Poole,K. T., & Rosenthal,H. (2014). Analyzing Spatial Models of Choice and Judgment in R. Boca Raton,FL: CRC Press.          下载免费PDF全文

W. Holmes Finch 《Journal of Educational Measurement》2015,52(2):252-255

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Growing mathematical understanding through Collective Image Making,Collective Image Having,and Collective Property Noticing     

Lyndon C. Martin  Jo Towers 《Educational Studies in Mathematics》2015,88(1):3-18

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Relationship of executive functioning and memory to autism symptomology and adaptive functioning: Implications for reducing future underemployment     

Maria E. Hernández Finch  Beth Trammell  Asia R. Hulse  William H. Finch  Aimee Wildrick  Elizabeth F. Floyd  Jenna Pittenger  David E. McIntosh 《Psychology in the schools》2023,60(2):282-294

Understanding the relationship between executive functioning and its connection to working memory and adaptive functioning can inform planning and employment efforts. This study explored the relationship between memory and adaptive functioning with a sample of Autistic youths/young adults. Participant mean age was 21.3 (SD = 3.0). Of the 22 participants, 17 were male, and 19 white, non-Hispanic/Latina/o/x. All but one lived with their parent(s). Participants were administered a full battery assessing cognitive ability (WAIS-IV), memory and executive functioning (WMS-IV and DKEFS), autism symptomatology (ADOS-II), and adaptive functioning (SIB-R). A multivariate lasso regression model was used. Memory, especially as measured on the WMS-IV, was found to be significantly related to adaptive functioning and autism symptomatology. There appears to be continuing evidence that memory is highly related to adaptive functioning and autism symptomatology. Interventions involving auditory and immediate memory could be helpful in promoting more mutually effective social interactions necessary for positive employment outcomes.  相似文献   

Attention Deficit Disorder as a factor in the origin of behavioural disturbance in schools     

Maurice Place  Jo Wilson  Elaine Martin  & Jessica Hulsmeier 《British Journal of Special Education》1999,26(3):158-163

The education of children with behavioural difficulties is under scrutiny from various quarters. The provision of specialised school environments isbeing questioned and, at the same time, there is pressure to minimise the exclusion of disruptive pupils. The study reported in this article lookedat a group of children whose behaviour had prompted placement in a school for emotionally and behaviourally disordered (EBD) pupils. The results showed the overall rate of psychiatric disturbance in the group was 86% and, in particular, that the rate of Attention Deficit Hyperactivity Disorder (ADHD) was 70%. These findings suggest that a significant minority of disruptive pupils may have their difficulties compounded by the presence of ADHD, and raises the question of whether specific screening processes should be established for such pupils.  相似文献   

Faces Of The Adolescent Girl by Lillian Cohen Kovar. Englewood Cliffs,N.J.: Prentice-Hall,Inc., 1968. 178 pp. $4.95     

Jo Ann Fley 《The Educational forum》2013,77(2):277-278

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Precursors to Policy Innovation: How Tennessee Entered Race to the Top     

Maida A. Finch 《Peabody Journal of Education》2013,88(5):576-592

This article examines the education policy environment in Tennessee that preceded a comprehensive reform bill enacted to enhance the state's Race to the Top application. Through interviews with key policymakers in Tennessee, I describe how recent reform efforts undertaken at the state level positioned Tennessee as a strong contender for the Race to the Top funding. My analysis is framed by Mazzoni's (1991) conceptualization of precursors to policy innovation, and my findings reframe this theory to include an additional stimulus for major change. In doing so, I renew attention to education policymaking initiated at the state level and offer an expanded explanation for the political context that precipitates innovation.  相似文献   

Enhancing students’ mathematical reasoning in the classroom: teacher actions facilitating generalization and justification     

Joana Mata-Pereira  João-Pedro da Ponte 《Educational Studies in Mathematics》2017,96(2):169-186

A proof is a connected sequence of assertions that includes a set of accepted statements, forms of reasoning and modes of representing arguments. Assuming reasoning to be central to proving and aiming to develop knowledge about how teacher actions may promote students’ mathematical reasoning, we conduct design research where whole-class mathematical discussions triggered by exploratory tasks play a key role. We take mathematical reasoning as making justified inferences and we consider generalizing and justifying central reasoning processes. Regarding teacher actions, we consider inviting, informing/suggesting, supporting/guiding and challenging actions can be identified in whole-class discussions. This paper presents design principles for an intervention geared to tackle such reasoning processes and focuses on a whole-class discussion on a grade 7 lesson about linear equations and functions. Data analysis concerns teacher actions in relation to design principles and to the sought mathematical reasoning processes. The conclusions highlight teacher actions that lead students to generalize and justify. Generalizations may arise from a central challenging action or from several guiding actions. Regarding justifications, a main challenging action seems to be essential, while follow-up guiding actions may promote a further development of this reasoning process. Thus, this paper provides a set of design principles and a characterization of teacher actions which enhance students’ mathematical reasoning processes such as generalization and justification.  相似文献   

The dynamics of connecting universities,non-governmental organizations and community members by means of academic projects directed at people in need     

João Alberto Arantes do Amaral  Cristina Toshie Motohashi Matsusaki 《Educational Action Research》2017,25(2):280-299

In this article we discuss an action research experience that took place from 2002 to 2015. We analyze the inception and progress of several project-based learning-centered academic courses that were aimed at developing the project management skills of graduate and undergraduate students. The experience involved approximately 1800 students from two universities and 40 community partners. The students developed real-life projects on behalf of institutions and non-governmental organizations located in the area that help people in need; we refer to these agencies as ‘community partners.’ We analyze the development of the course from a systemic perspective, making use of causal loop diagrams in order to understand the main driving dynamics. We discuss the results achieved by these projects and the benefits brought to the community partners. We also present testimony from the community partners themselves. We conclude by presenting the lessons we learned over the years we have been running this course.  相似文献   

Immigrant girls as caregivers to younger siblings: a transnational feminist analysis     

Jo‐Anne Lee 《Gender and education》2011,23(2):105-119

This article employs a transnational feminist lens to examine the experiences of racialised immigrant girls who provide care for their younger siblings. The article draws on findings from a participatory action research study in Victoria, British Columbia, Canada to examine the role that immigrant girls’ caregiving practices play in transnational families’ social, economic, and cultural survival. It argues that greater attention should be given to the diverse and complex contexts, consequences, costs, and contributions of immigrant girls’ caregiving labour.  相似文献   

Inspiratory muscle warm-up and inspiratory muscle training: separate and combined effects on intermittent running to exhaustion     

Lomax M  Grant I  Corbett J 《Journal of sports sciences》2011,29(6):563-569

In the present study, we examined the independent and combined effects of an inspiratory muscle warm-up and inspiratory muscle training on intermittent running to exhaustion. Twelve males were recruited to undertake four experimental trials. Two trials (Trials 1 and 2) preceded either a 4-week training period of 1 × 30 breaths twice daily at 50% (experimental group) or 15% (control group) maximal inspiratory mouth pressure (PImax). A further two trials (Trials 3 and 4) were performed after the 4 weeks. Trials 2 and 4 were preceded by a warm-up: 2 × 30 breaths at 40% PImax. Pre-training PImax and distance covered increased (P < 0.05) similarly between groups after the warm-up (~11% and ~5-7% PImax and distance covered, respectively). After training, PImax increased by 20 ± 6.1% (P < 0.01; d = 3.6) and 26.7 ± 6.3% (P < 0.01; d = 3.1) when training and warm-up were combined in the experimental group. Distance covered increased after training in the experimental group by 12 ± 4.9% (P < 0.01; d = 3.6) and 14.9 ± 4.5% (P < 0.01; d = 2.3) when training and warm-up interventions were combined. In conclusion, inspiratory muscle training and inspiratory muscle warm-up can both increase running distance independently, but the greatest increase is observed when they are combined.  相似文献