排序方式： 共有49条查询结果，搜索用时 15 毫秒
21.
22.
Loretta M. Stallings 《Research quarterly for exercise and sport》2013,84(3):708-713
Abstract Forty-two college women were used to study the relationship of visual-spatial orientation, visualization, and perceptual speed to the performance of specific gross motor skills at successive stages of learning. Analysis of the data indicated that visual-spatial orientation was related to performance of a two-hand speed pass in the early stages of learning, and to practice on a balance beam routine throughout the period of learning. Perceptual speed appeared to be related to performance on both skills, while visualization could not be shown to have an effect on either of them. 相似文献
23.
24.
Jumpstart is a growing literacy program that is now active in 17 states in addition to the District of Columbia. The Jumpstart Model pairs children of low-income families with college mentors in the child's typical learning environment. Despite the prevalence and importance of Jumpstart, little has been written about either the general model of Jumpstart or the positive impacts the program has on both the children and the AmeriCorps members. 相似文献
25.
26.
The elements of visual information-processing theory were applied to the design of a chemistry laboratory manual. The effectiveness of this approach on content learning, practical skill mastery, and attitudes of university students in a general chemistry course was assessed. Two versions of a laboratory manual were developed: an experimental version that promotes visual information processing by integrating pictures or diagrams with text, and a control version identical to the experimental version in both activities and structure, but without pictures or diagrams. Three assessment instruments were used: an achievement test to assess cognitive outcomes, an attitude survey to assess affective outcomes, and a manipulative skills observation checklist to assess psychomotor outcomes. Results showed that the manual incorporating visual information-processing characteristics helped students gain significantly higher scores on measures of achievement and psychomotor skills, and also stimulated students to develop more favorable attitudes toward the laboratory activities. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 891–904, 1997. 相似文献
27.
This case study examines the benefits of integrating wikis into the World History curriculum. Six middle school students chosen because of their designation in relevant subgroups—GATE, AVID, and RSP—participated in this 20-week study. Abstract historical concepts can be difficult to grasp; therefore, students collaborated via a wiki on topics that required students to practice historical analysis skills that are utilized by historians and social scientists who are experts in their field. Historical and social science analysis skills add rigor to the curriculum as students develop a deeper understanding of historical events beyond the core curriculum. Findings indicate that students, when given the option, chose to use higher order thinking skills. The high number of responses by the RSP students was a surprising outcome. The data indicates that wikis foster collaborative learning, interaction, and natural student inquiry. 相似文献
28.
29.
30.
Loretta C. Rudd Matthew C. Lambert Macy Satterwhite Cinda H. Smith 《Early Childhood Education Journal》2009,37(1):63-69
In an effort to determine the most efficacious manner to deliver professional development training to early childhood educators,
this study investigated the effect of a 2-h workshop followed by side-by-side classroom coaching. Twelve early childhood educators
with 4-year degrees teaching in a university child development center participated in the study. The twice weekly classroom
observations were analyzed for the use of math mediated language. Results indicate a 56% increase of math mediated language
following the professional development; however, the greatest increase (39% increase over professional development condition)
occurred during the side-by-side coaching phase of the treatment. These results corroborate previous findings that implementation
of teaching strategies presented in professional development trainings can be enhanced by coaching teachers on the use of
the strategies. 相似文献