Fine Motor Control is Related to Cognitive Control in Adolescents with Down Syndrome     

Chih-Chia Chen  Shannon D.R. Ringenbach  Andrew Albert  Keith Semken 《International Journal of Disability, Development & Education》2014,61(1):6-15

The connection between human cognitive development and motor functioning has been systematically examined in many typical and atypical populations; however, only a few studies focus on people with Down syndrome (DS). Twelve adolescents with DS participated and their cognitive control, measured by the Corsi-Block tapping test (e.g., visual working memory), the Auditory Memory span test (e.g., verbal working memory) and the Tower of London test (e.g., cognitive planning), and motor control, measured by the Purdue Pegboard (e.g., fine motor control), were measured in this study. Results indicate that if people with DS have better performance in fine manual dexterity, they will have better performance in cognitive planning and verbal working memory abilities. The co-activation hypothesis of the prefrontal area and the cerebellum may support this positive relationship. Hence, it is suggested people with DS will obtain benefits in cognitive control by participating in further motor intervention.  相似文献   

Introducing e-portfolios to pre-service teachers as tools for reflection and growth: lessons learnt     

Grace Oakley  Mark Pegrum  Shannon Johnston 《Asia-Pacific Journal of Teacher Education》2014,42(1):36-50

E-portfolios are being introduced into initial teacher education programmes internationally to help pre-service teachers build records of their learning journeys and develop into reflective practitioners; to allow them to assemble collections of evidence of their achievements against graduate standards, which can function as digital CVs; and to facilitate the seeding of personal learning networks that will support lifelong learning after graduation. Despite certain tensions between these aims, the potential benefits of e-portfolios make them an increasingly popular choice in teacher education. In this article, we discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. These served primarily as developmental e-portfolios, or personal learning environments (PLEs), and were designed to place particular emphasis on reflective practice. We describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered. Lessons learnt from the implementation are outlined and recommendations are proposed.  相似文献   

Assessing teachers' functional professional knowledge     

David M. Shannon  Donald M. Medley 《Journal of Personnel Evaluation in Education》1993,7(1):7-20

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Flourishing on facebook: virtue friendship & new social media     

Shannon Vallor 《Ethics and Information Technology》2012,14(3):185-199

The widespread and growing use of new social media, especially social networking sites such as Facebook and Twitter, invites sustained ethical reflection on emerging forms of online friendship. Social scientists and psychologists are gathering a wealth of empirical data on these trends, yet philosophical analysis of their ethical implications remains comparatively impoverished. In particular, there have been few attempts to explore how traditional ethical theories might be brought to bear upon these developments, or what insights they might offer, if any. In attempting to address this lacuna in applied ethical research, this paper investigates the ethical significance of online friendship by means of an Aristotelian theory of the good life, which holds that human flourishing is chiefly realized through ??complete?? friendships of virtue. Here, four key dimensions of ??virtue friendship?? are examined in relation to online social media: reciprocity, empathy, self-knowledge and the shared life. Online social media support and strengthen friendship in ways that mirror these four dimensions, particularly when used to supplement rather than substitute for face-to-face interactions. However, deeper reflection on the meaning of the shared life (suzên) for Aristotle raises important and troubling questions about the capacity of online social media to support complete friendships of virtue in the contemporary world, along with significant concerns about the enduring relevance of this Aristotelian ideal for the good life in the 21st century.  相似文献   

A novel scale to assess resistance-exercise effort     

DA Hackett  NA Johnson  M Halaki  CM Chow 《Journal of sports sciences》2012,30(13):1405-1413

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Effects of the WhyTry social skills program on students with emotional and/or behavioral problems in an alternative school     

Shannon Wilhite 《Emotional and Behavioural Difficulties》2013,18(2):175-194

Social skills training (SST) is an evidence-based intervention to help increase social competence for students with emotional and behavioral disorders (EBD), but there is limited research that addresses SST for students identified as experiencing EBD at alternative campuses. A mixed methods design was utilized to examine SST at an alternative campus for students identified as experiencing EBD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which the WhyTry SST program (Moore 2008 Moore, C. 2008. The WhyTry Program, Salt Lake City, UT: WhyTry.  [Google Scholar], WhyTry, Salt Lake City, UT, USA) was implemented. Following the intervention, the same data were collected. Non-parametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Triangulation methods drove the qualitative data collection through observations, student interviews, and teacher interviews. Insight into motivation and perceptions was gained through the qualitative analysis.  相似文献   

Visualizing the politics of innocence in the age of AIDS     

Claudia Mitchell  Shannon Walsh  June Larkin 《Sex education》2013,13(1):35-47

We are concerned with the ways in which social constructions of age can contribute to reducing or exacerbating the vulnerability of young people, and for this reason we refer to the issue as one of ‘the politics of innocence’. The focus of this paper is on gender, youth and HIV prevention/AIDS awareness in the context of South Africa and investigates the uses (and abuses) of images of ‘childhood’, ‘youth’ and ‘adolescence’ in the age of AIDS. Notwithstanding the particular case of South Africa where the incidence of new cases of HIV infection amongst young people is at crisis proportions, the impetus for our work on the visual representations of youth, gender and AIDS comes out of a recognition of the increasing risk of youth to sexually transmitted infections, HIV and AIDS, and within that the particular vulnerability, worldwide, of young women.  相似文献   

A Cross‐Cultural Comparison of East Asian and American Higher Education Criminal Justice Student Learning Preferences Using the VARK Questionnaire     

James R. McKean  Shannon M. Brogan  Jason S. Wrench 《Journal of Criminal Justice Education》2013,24(3):272-291

The purpose of this quantitative study was to examine the relationship between learning preferences of East Asian and American higher education students. A review of the literature revealed a body of qualitative studies suggesting a stereotypical perception of an Asian learning preference influenced by cultural variables and the historical roots of Confucianism. The pedagogical implications of this stereotypical perception are obvious to faculty engaged in teaching and learning with Asian international students in America or abroad. The authors surveyed 233 higher education students from Hong Kong and America using the VARK Questionnaire. The authors used a two‐way contingency table analysis and chi‐square statistical tests to conduct their cross‐cultural comparison on their variables of interest including age, gender, and country.  相似文献   

Factors Influencing Military Police Officers in Their Decision in Selecting Higher Educational Institutions     

James J. Vardalis  Shannon N. Waters 《Journal of Criminal Justice Education》2013,24(4):479-492

The active duty personnel in the United States Armed Forces exceed 1,411,932. When combined with reserve units and auxiliary units, the number of personnel surpasses 2 million. Due to the nature of worldwide urban conflict, a great number of military personnel are subjected to, assigned to, or affiliated with some type of criminal‐justice‐related duty. These urban situations and associated policing‐type experiences have captured the interest of many active duty personnel. Countless military members are currently planning honorable discharge and re‐entry into civilian life and seeking educational degrees as a resource for access into a criminal justice career. Educational benefits for veterans offer an enormous advantage to the military personnel. On 1 August 2009, these benefits, which include tuition, books, and housing, were expanded to veterans with at least 90 days of aggregate service on or after the September 11th terrorist attacks. Little is known about this vast group of potential students and what factors play a role in their selecting a college or university. Based on a survey of over 300 active duty military personnel currently assigned to criminal justice duty, the authors were able to extract some important findings on this subject. The factors obtained include, among others, preferred type of course delivery and the importance of official statements of military support. Based on the evidence collected and analyzed, this research exposed and examined several important findings.  相似文献   

Technology User Groups and Early Childhood Education: A Preliminary Study     

Howard P. Parette  Jack J. Hourcade  Craig Blum  Emily H. Watts  Julia B. Stoner  Brian W. Wojcik  Shannon B. Chrismore 《Early Childhood Education Journal》2013,41(3):171-179

This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented.  相似文献