Improving Learning Opportunities in Mainstream Secondary Schools and Colleges for Students on the Autistic Spectrum     

Joyce Harrison 《British Journal of Special Education》1998,25(4):179-183

Joyce Harrison, an educational psychologist in Hampshire, argues that there are many more children with autistic spectrum disorders in mainstream schools than is realised, and suggests that recent research can be used to help class teachers to devise strategies to improve learning opportunities for their pupils.  相似文献   

Informing in-season tactical periodisation in team sport: development of a match difficulty index for Super Rugby     

Samuel J. Robertson  David G. Joyce 《Journal of sports sciences》2015,33(1):99-107

In team sports, tactical periodisation refers to the planned manipulation of training loads with the aim of prioritising athlete readiness for matches of greatest importance. Although monitoring of athletes’ physical condition is often used to inform this planning, the direct influence of external factors on match difficulty has not been well quantified. In this study, a ‘match difficulty index’ (MDI) for use in Super Rugby was developed, based on the influence imparted by five external factors on previous match outcomes. Specifically, information relating to match location, days break between matches, time-zone change and opposition ladder position (both current and previous year) were collected for matches played during the 2011–2013 Super Rugby seasons. Logistic regression analyses were used to assess the importance of each of these factors with respect to match outcome (win/loss), with opposition ladder position and match location (home, domestic away or international) exerting the greatest influence on match difficulty. Three separate cross-validated models were constructed, with match outcome classification performance reported as 66.2%, 65.5% and 63.7% respectively. The three MDI models emanating from this study can each be used to inform tactical periodisation program design both prior to and during the regular season.  相似文献   

拯救生命的给予     

T.J. Maciak  Joyce 《英语辅导》2015,(2):18-20

大多数的人总是倾向于临渴挖井而非居安思危,总觉得那些不幸之事不会降临到自己身上,但是大家有没有想过,也许有一天躺在病床上苦苦等待别人救助的会变成我们自己或者我们亲友?我是那些幸运儿之一,现在轮到我去帮助别人了。我最近进行了一次奇妙的旅行,刚从南非的德班回来,我在那里参加了第19届世界移植运动会。自1996年起,我就一直有参加这个移植运动会。无论怎么看,我  相似文献   

Validation of the Instructional Materials Motivation Survey (IMMS) in a self‐directed instructional setting aimed at working with technology          下载免费PDF全文

Nicole Loorbach  Oscar Peters  Joyce Karreman  Michaël Steehouder 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):204-218

The ARCS Model of Motivational Design has been used myriad times to design motivational instructions that focus on attention, relevance, confidence and satisfaction in order to motivate students. The Instructional Materials Motivation Survey (IMMS) is a 36‐item situational measure of people's reactions to instructional materials in the light of the ARCS model. Although the IMMS has been used often, both as a pretest and a posttest tool serving as either a motivational needs assessment prior to instruction or a measure of people's reactions to instructional materials afterward, the IMMS so far has not been validated extensively, taking statistical and theoretical aspects of the survey into account. This paper describes such an extensive validation study, for which the IMMS was used in a self‐directed instructional setting aimed at working with technology (a cellular telephone). Results of structural equation modeling show that the IMMS can be reduced to 12 items. This Reduced Instructional Materials Motivation Survey IMMS (RIMMS) is preferred over the original IMMS. The parsimonious RIMMS measures the four constructs attention, relevance, confidence and satisfaction of the ARCS model well, and reflects its conditional nature.  相似文献   

Explicating Physical Activity Preferences of Community-Dwelling Filipino Elderly in Urban and Rural Settings: A Conjoint Analysis     

Allan B. de Guzman  Eric Harold M. Jatulan  Joyce Ann Camille A. Jimenez 《Educational gerontology》2015,41(4):251-266

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Book reviews     

J. Bruce Francis  Michalina Vaughan  Colin Flood Page  Sally Tomlinson  R. A. Becher  Margaret C. Ives  John Urry  K. G. Collier  Meir Zadok  Charles Carter  Jürgen Schramm  Jean Barry  Graeme C. Moodie  Donald Bligh  R. A. King  D. G. Mulcahy  Peter Scott  F. R. Charmer  T. R. Bone  John A. Hughes  Roger Greenhough  Alec M. Ross  John Wakeford  Joyce Skinner  Duncan B. Nimmo  Cedric Cullingford  L. R. B. Elton 《Higher Education》1979,8(6):709-744

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Recruiting older adults as participants in applied social research: Applying and evaluating approaches from clinical studies     

Joyce Weil  Angela Nancy Mendoza  Erin McGavin 《Educational gerontology》2017,43(12):662-673

While issues of recruiting older persons in clinical trials are well known, efficacious strategies in the recruitment process in applied social research are less explored. As more research becomes community-based, it is useful to see, if effective clinical-trial recruitment strategies can be applied to social and applied research studies. The goal of this article is to examine clinical recruitment strategies used with older adults (e.g. print and electronic advertising, referrals, and community-partnered approaches) in applied social research studies and to illustrate issues arising from the use of each recruitment approach with older adults in real-life settings. Experiences from four community-based, social research studies are included to show how some of the most successful clinical recruitment strategies fare in social gerontological studies. Specific guidelines are provided about how recruitment strategies can aid in future study planning and improved recruitment of older participants in social research.  相似文献   

Rediscovering the political dimension of the personal life story: results from an intergenerational narrative learning project with older adults in South Westphalia     

Joachim Broecher  Joyce H. Davis  Janet F. Painter 《International Journal of Lifelong Education》2017,36(4):471-485

Using qualitative interviews, focus groups, storytelling and collective journaling, the life experiences of people in a local village community, in South Westphalia, Germany, born between 1930 and 1945, were analysed collaboratively. The research intention was to give the younger generations in that region access to these experiences and insights, within the context of democratic learning and civic education. The focus of this narrative learning project was on the politically relevant issues and themes they contained, above all: the significance of free information and thought, a free cultural life, access to education for all children and youth, a self-determined life for women and girls, as well as cohesion and self-help structures in the social community. Many tales were shared from the Third Reich, making references to Wilhelmine Germany and the Republic of Weimar, including how these times had been narrated to them through their forebearers and families’ archives.  相似文献   

The Benefits of Peer Collaboration: A Replication with a Delayed Posttest     

Victoria Manion Fleming  Joyce M. Alexander 《Contemporary educational psychology》2001,26(4):588

The benefits of peer collaboration on strategy use, metacognitive causal attribution, and recall were supported in an earlier study (Manion & Alexander, 1997). Following that study two primary questions remained: Would the observed benefits last beyond an immediate posttest, and would they last regardless of which strategy the children chose to use? The current investigation explores those questions. Thirty-one fourth-grade students from two public schools in Sydney, Australia, experienced either a peer-collaborative treatment condition or an individual task (control condition). A posttest was conducted 5.5 weeks later. As was the case in the original study, children in the treatment condition outperformed children in the control condition in strategy use, metacognitive understanding of strategy chosen, and recall gain. Benefits also sustained regardless of the strategy children chose to implement on the task. Most importantly, the benefits lasted after a period of over a month. Implications for future research are discussed.  相似文献   

Child advocacy organizations: An assessment     

Joyce Lynn 《Early Childhood Education Journal》1978,6(2):44-48

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