Acknowledgments     

George Hollich  Kathy Hirsh-Pasek  & Roberta Michnick Golinkoff 《Monographs of the Society for Research in Child Development》2000,65(3):123-123

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Hypothesis 1: Are Children Sensitive to Multiple Cues for Word Learning?     

George Hollich  Kathy Hirsh-Pasek  & Roberta Michnick Golinkoff 《Monographs of the Society for Research in Child Development》2000,65(3):101-114

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Let the (Board) Games Begin: Creative Ways to Enhance Teaching and Learning     

Nancy B. Sardone  Roberta Devlin-Scherer 《Clearing house (Menasha, Wis.)》2016,89(6):215-222

Gaming, in its many forms, is becoming a more active force in classrooms. To prepare preservice candidates for this trend, one teacher education program asked candidates (n = 60) to develop games in varied curricular fields tied to curriculum standards. This article describes the development of a model game, assignment requirements, provides a content review of eight games (geography and novels), their features, and highlights benefits and lessons learned from this experience.  相似文献   

The Immigrant Preschool     

Roberta Wollons 《History of education quarterly》2009,49(2):241-243

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Changing roles and identities in the construction of a community of mathematical inquiry     

Roberta Hunter 《Journal of Mathematics Teacher Education》2010,13(5):397-409

In the current shifts in mathematics classrooms, teachers are challenged to use effective pedagogy to develop inquiry communities in which all participants are offered opportunities to engage in the reasoning discourse of proficient mathematical practices. The challenge for teachers is to know how to implement these pedagogical changes. This article outlines how a teacher and researcher worked together in a collaborative partnership using a purposely designed communication and participation framework as a tool to scaffold development of collective reasoning in the inquiry community. The findings illustrate the interconnections between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students. Explanations are provided of how different, often conflicting, voices emerged including one that drew on the teacher’s cultural knowledge. This provided many learning opportunities for the researcher as the teacher developed her students’ voices in culturally appropriate ways.  相似文献   

Relationship between performance-based and laboratory tests for lower-limb muscle strength and power assessment in healthy older women     

Roberta Forte  Andrea Macaluso 《Journal of sports sciences》2013,31(13):1431-1436

Abstract

The aim of the study was to assess the relationship between performance-based and laboratory tests for muscular strength and power assessment in older women. Thirty-two women aged 68.8 ± 2.8 years were recruited. All participants were asessed for: (a) two performance-based tests – the box-stepping test (mean 296 ± 51 J) and two-revolution maximum test (mean 7.1 ± 2 kg) performed while pedalling on a cycle ergometer; and (b) muscular function tests – maximal instantaneous peak power jumping on a force platform (mean 1528 ± 279 W); maximal voluntary contraction (MVC) during knee extension (mean 601 ± 571 N) and leg press (mean 626 ± 126 N), and leg press power (mean 483 ± 98 W) on a dynamometer. Using univariate analysis, performance-based tests were compared with laboratory muscle strength and power measurements. Muscle power correlated most strongly with the performance-based tests for both jumping and leg press power (r-values between 0.67 and 0.75; P < 0.01). The correlation with muscle strength measures ranged between 0.48 and 0.61 (P < 0.01). The proposed tests may have particular relevance in geriatric and rehabilitation environments as they represent an easy, practical, and inexpensive alternative for the assessment of muscular strength and power.  相似文献   

The Reliability of Distance Run Tests for Children in Grades K—4     

Roberta E. Rikli  Clayre Petray  Ted A. Baumgartner 《Research quarterly for exercise and sport》2013,84(3):270-276

Abstract

The purpose of this study was to determine test–retest reliability for the 1-mile, 3/4-mile, and 1/2-mile distance run/walk tests for children in Grades K—4. Fifty-one intact physical education classes were randomly assigned to one of the three distance run conditions. A total of 1,229 (621 boys, 608 girls) complied the test–retests in the fall (October), with 1,050 of these students (543 boys, 507 girls) repeating the tests in the spring (May). Results indicated that the 1-mile run/walk distance, as recommended for young children in most national test batteries, has acceptable intraclass reliability (.83 < R < .90) for both boys and girls in Grades 3 and 4, has minimal (fall) to acceptable (spring) reliability for Grade 2 students (.70 < R < .83), but is not reliable for children in Grades K and 1 (.34 < R < .56). The 1/2 mile was the only distance meeting minimal reliability standards for boys and girls in Grades K and 1 (.73 < R < .82). Results also indicated that reliability estimates remained fairly stable across gender and age groups from the fall to spring testing periods, with the exception of the noticeably improved values for Grade 2 students on the 1-mile run/walk test. Criterion-referenced reliability (P, percent agreement) was also estimated relative to Physical Best and Fitnessgram run/walk standards. Reliability coefficients for all age group standards were acceptable to high (.70 < P < .95), except for Fitnessgram standards for 5-year-old girls on the 1-mile test for both fall and spring and for 6-year-old boys and girls on the 1-mile test administered in the spring.  相似文献   

Effects of Method of Subject Selection (Volunteer vs Random) and Treatment Variable on Motor Performance     

Beverly Arnett  Roberta Rikli 《Research quarterly for exercise and sport》2013,84(4):433-440

Abstract

The purpose of this study was to test for possible interaction effects between method of subject selection (volunteer vs random) and a selected treatment variable—verbal encouragement. The presence of such an interaction would suggest that generalizations regarding verbal encouragement could be made only to specific subject populations. Volunteer (n = 40) and randomly selected (n = 40) subjects were randomly assigned to either a verbal encouragement condition or to a control group with no verbal encouragement. Dependent variables were a tapping task and a leg lift task. It was predicted that volunteer subjects, due to their higher need for approval and greater desire to accommodate, would perform significantly better under the verbal encouragement condition than would the randomly selected subjects. Multivariate and univariate data analyses indicated that the prediction was supported on the tapping task (female subjects only) but not on the leg lift task. It was concluded, at least on certain tasks, that use of volunteer subjects may result in a selection bias × treatment interaction effect that could limit the generalizability of research results.  相似文献   

Specificity of a Maximal Step Exercise Test     

Lynn A. Darby Ph.D.  Jennifer L. Marsh M.Ed.  Patricia A. Shewokis Ph.D.  Roberta L. Pohlman Ph.D. 《Measurement in physical education and exercise science》2013,17(3):131-148

To adhere to the principle of “exercise specificity” exercise testing should be completed using the same physical activity that is performed during exercise training. The present study was designed to assess whether aerobic step exercisers have a greater maximal oxygen consumption (max VO₂) when tested using an activity specific, maximal step exercise test (SET; arms and legs) versus a maximal running test (legs only). Female aerobic step exercisers (N=18; 20.7 ± 1.5 years) performed three maximal graded exercise tests (GXTs): 2 SETs; 1 treadmill test (TMT). The SET consisted of six 3-min progressive stages of alternate lead, basic step, basic step with biceps curls, knee raise with pull-down, repeater knee with pull-down, lateral lunge with pull-down, and side squat with shoulder presses. Stepping rate was 32 steps· min^?1 on an 8-in (20.32 cm) step for stages 1–3, and a 10-in (25.4 cm) step for stages 4–6. Submaximal and maximal heart rate (HR) and oxygen consumption (VO₂) were recorded at the end of each stage. Test–retest reliability for the first five stages of the SET ranged from .91 to .97 for HR, and from .84 to .96 for VO₂. Maximal HR was significantly greater (p =.0001) for the SET (200 ± 6.2 beats·min^?1) as compared to the TMT (193 ± 7.9 beats·min^?1). No significant difference was found for max VO₂ (42.9 ± 8.5, 41.2 ± 5.9 ml·kg^?1·min^?1, p =.14). The SET was a valid and reliable protocol for assessing responses of these aerobic step exercisers; however, max VO₂ from a TMT did not differ significantly from the SET. Conversely, max HR obtained from the criterion TMT was 7 beats·min^?1 lower than from the SET. If a training HR for step exercise (arms and legs exercise) is prescribed based on the max HR from treadmill exercise (legs only), then the training HR should be calculated from a TMT max HR that has been increased by 7 beats·min^?1 to obtain an intensity of step exercise comparable to that of running.  相似文献   

Computers for special education     

Roberta Wiener 《TechTrends》1990,35(4):18-22

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