Schooling and local environmental knowledge: Do they complement or substitute each other?     

Victoria Reyes-García  Eric Kightley  Isabel Ruiz-Mallén  Nuria Fuentes-Peláez  Katie Demps  Tomás Huanca  Maria Ruth Martínez-Rodríguez 《International Journal of Educational Development》2010

Schooling and the knowledge acquired at school have been considered both a cause of loss of indigenous knowledge (because it opens pathways to the non-indigenous world and worldviews) and a potential remedy to its demise (if educational curricula is aligned with indigenous realities by giving instruction in local languages and incorporating local knowledge in school content). We test the association between academic and local environmental knowledge using data from a society of forager-horticulturalists in the Bolivian Amazon who were exposed to a partially contextualized school curriculum. We found that although schooling and academic knowledge bear a negative association with local knowledge the magnitude is low, probably because schooling was partially contextualized. Contextualized learning might help avoid that the provision of universal education comes at the cost of humanity's cultural diversity.  相似文献   

Editorial     

Victoria de Rijke 《Children‘s Literature in Education》2018,49(4):377-378

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Cooking the books: what counts as literacy for young children in a public library?          下载免费PDF全文

Helen Victoria Smith 《Literacy》2018,52(1):31-38

At a time when government funding cuts mean that public libraries face an uncertain future and need to make sure they stay relevant to young users and their families, this paper explores what counts as literacy for young children in a public library in a town in the East Midlands, UK. It is based on a study which adopted an ethnographic approach, drawing on Lefebvre's spatial theory to understand how a library space presents literacy to young children and their carers, and how this then shapes the literacy practices and events that happen in this space. The study shows that dominant discourses are bound up in what the library staff understand to be their role in promoting and supporting young children's literacy, and that, often, they organise the space and literacy events in ways that reflect these discourses. However this paper argues that it is not only the library staff that create space in the library, as carers and their children are sometimes seen to create alternative spaces which challenge and subvert the way the librarians would like the space to be used and understood.  相似文献   

Competing Activation During Fantasy Text Comprehension     

Sarah D. Creer  Anne E. Cook  Edward J. O’Brien 《Scientific Studies of Reading》2018,22(4):308-320

During comprehension, readers’ general world knowledge and contextual information compete for influence during integration and validation. Fantasy narratives, in which general world knowledge often conflicts with fantastical events, provide a setting to examine this competition. Experiment 1 showed that with sufficient elaboration, contextual information can dominate the integration and validation of fantastical information. In Experiments 2a and 2b, contextual support was diminished and general world knowledge dominated integration and validation and disrupted fantasy comprehension. Experiment 3 demonstrated that skilled readers make better use of contextual elaborations during integration and validation than less skilled readers, leading to different consequences for comprehension.  相似文献   

The multi-stage fitness test as a predictor of endurance fitness in wheelchair athletes     

Victoria L. Goosey-Tolfrey  Keith Tolfrey 《Journal of sports sciences》2013,31(5):511-517

Abstract

The aims of this study were two-fold: (1) to consider the criterion-related validity of the multi-stage fitness test (MSFT) by comparing the predicted maximal oxygen uptake ([Vdot]O_2max) and distance travelled with peak oxygen uptake ([Vdot]O_2peak) measured using a wheelchair ergometer (n = 24); and (2) to assess the reliability of the MSFT in a sub-sample of wheelchair athletes (n = 10) measured on two occasions. Twenty-four trained male wheelchair basketball players (mean age 29 years, s = 6) took part in the study. All participants performed a continuous incremental wheelchair ergometer test to volitional exhaustion to determine [Vdot]O_2peak, and the MSFT on an indoor wooden basketball court. Mean ergometer [Vdot]O_2peak was 2.66 litres · min^?1 (s = 0.49) and peak heart rate was 188 beats · min^?1 (s = 10). The group mean MSFT distance travelled was 2056 m (s = 272) and mean peak heart rate was 186 beats · min^?1 (s = 11). Low to moderate correlations (ρ = 0.39 to 0.58; 95% confidence interval [CI]: ?0.02 to 0.69 and 0.23 to 0.80) were found between distance travelled in the MSFT and different expressions of wheelchair ergometer [Vdot]O_2peak. There was a mean bias of ?1.9 beats · min^?1 (95% CI: ?5.9 to 2.0) and standard error of measurement of 6.6 beats · min^?1 (95% CI: 5.4 to 8.8) between the ergometer and MSFT peak heart rates. A similar comparison of ergometer and predicted MSFT [Vdot]O_2peak values revealed a large mean systematic bias of 15.3 ml · kg^?1 · min^?1 (95% CI: 13.2 to 17.4) and standard error of measurement of 3.5 ml · kg^?1 · min^?1 (95% CI: 2.8 to 4.6). Small standard errors of measurement for MSFT distance travelled (86 m; 95% CI: 59 to 157) and MSFT peak heart rate (2.4 beats · min^?1; 95% CI: 1.7 to 4.5) suggest that these variables can be measured reliably. The results suggest that the multi-stage fitness test provides reliable data with this population, but does not fully reflect the aerobic capacity of wheelchair athletes directly.  相似文献   

A physiological and biomechanical comparison of over-ground,treadmill and ergometer wheelchair propulsion     

Barry Mason  John Lenton  Christof Leicht  Victoria Goosey-Tolfrey 《Journal of sports sciences》2013,31(1):78-91

Abstract

The purpose of the study was to determine which laboratory-based modality provides the most valid physiological and biomechanical representation of over-ground sports wheelchair propulsion. Fifteen able-bodied participants with previous experience of wheelchair propulsion performed a 3-minute exercise trial at three speeds (4, 6 and 8 km ? h^–1) in three testing modalities over separate sessions: (i) over-ground propulsion on a wooden sprung surface; (ii) wheelchair ergometer propulsion; (iii) treadmill propulsion at four different gradients (0%, 0.7%, 1.0% and 1,3%). A 0.7% treadmill gradient was shown to best reflect the oxygen uptake (7.3 to 9.1% coefficient of variation (CV)) and heart rate responses (4.9 to 6.4% CV) of over-ground propulsion at 4 and 6 km ? h^–1. A 1.0% treadmill gradient provided a more valid representation of oxygen uptake during over-ground propulsion at 8 km ? h^–1 (8.6% CV). Physiological demand was significantly underestimated in the 0% gradient and overestimated in the 1.3% gradient and wheelchair ergometer trials compared to over-ground trials (P<0.05). No laboratory-based modality provided a valid representation of the forces applied during OG (≥ 18.4% CV). To conclude, a 0.7% treadmill gradient is recommended to replicate over-ground wheelchair propulsion at lower speeds (4 and 6 km ? h^–1) whereas a 1.0% gradient may be more suitable at 8 km ? h^–1.  相似文献   

Digit ratio (2D:4D) and performance in elite rugby players     

M. Bennett  J. T. Manning  C. J. Cook 《Journal of sports sciences》2013,31(13):1415-1421

Abstract

The relative length of the second and fourth digits (2D:4D) is a putative marker for prenatal testosterone. Low 2D:4D has been reported to correlate with high performance in sport in general. Here, for the first time, we examine the relationship between 2D:4D and performance in elite rugby players. The 44 players (28 forwards, 16 backs) were drawn from the Ospreys Rugby Union Club and 44 age-matched controls. The measures of performance comprised age-adjusted number of international performances (caps) for Wales, a comparison of coaches' first-choice League team with others, and the number of tries scored by backs in club matches. Compared with controls, players were larger and had lower 2D:4D for the right and left hand. With regard to number of caps, players with low 2D:4D in their right hand and low right 2D:4D compared with their left (right ? left 2D:4D difference) had high numbers of caps. First-choice players did not differ significantly from second-choice players in their 2D:4D but they did have a lower right ? left 2D:4D difference than second-choice players. Low right 2D:4D and low right ? left 2D:4D difference were significantly linked with large numbers of tries. We conclude that low right 2D:4D and low right ? left 2D:4D difference are predictors of high rugby performance.  相似文献   

A comparison of the spelling errors of older dyslexic and second-grade normal children     

Louisa Cook Moats Ed.D. 《Annals of dyslexia》1983,33(1):121-140

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Schooling and Disadvantage in Sri Lankan and other Rural Situations     

Victoria J. Baker 《比较教育学》1988,24(3):377-388

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Agencies,educators, communities and wildfire: partnerships to enhance environmental education for youth     

Martha C. Monroe  Heidi L. Ballard  Annie Oxarart  Victoria E. Sturtevant  Pamela J. Jakes  Emily R. Evans 《Environmental Education Research》2016,22(8):1098-1114

We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects.  相似文献