Children as Authors of Information Books     

Andrea Bradshaw 《Literacy》1995,29(1):25-29

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Examining the validity of office discipline referrals as an indicator of student behavior problems     

Elise T. Pas  Catherine P. Bradshaw  Mary M. Mitchell 《Psychology in the schools》2011,48(6):541-555

Office discipline referral (ODR) data are increasingly used to monitor student behavior problems and the impact of interventions, but there has been limited research examining their validity. The current study examined the concordance of ODRs with teacher ratings of student behavior using data on 8,645 children in 335 classrooms at 21 elementary schools. The results of a variety of analyses (e.g., correlations, multivariate analysis of variance, receiver operating characteristics) suggested that ODRs are moderately valid and reliable. Multilevel analyses revealed that teacher ratings of disruptive behaviors were significantly associated with ODRs, even after controlling for other student‐, classroom‐, and school‐level factors. These findings suggest that ODRs are moderately valid indicators of student behavior problems and may be an efficient source of information for use in school‐based research and data‐based decision‐making. © 2011 Wiley Periodicals, Inc.  相似文献   

Biological movement variability during the sprint start: performance enhancement or hindrance?     

Bradshaw EJ  Maulder PS  Keogh JW 《Sports biomechanics / International Society of Biomechanics in Sports》2007,6(3):246-260

In the current study, we quantified biological movement variability on the start and early acceleration phase of sprinting. Ten male athletes aged 17-23 years (100-m personal best: 10.87 +/- 0.36s) performed four 10-m sprints. Two 250-Hz cameras recorded the sagittal plane action to obtain the two-dimensional kinematics of the block start and initial strides from subsequent manually digitized APAS motion analysis. Infra-red timing lights (80Hz) were used to measure the 10-m sprinting times. The coefficient of variation (CV%) calculation was adjusted to separate biological movement variability (BCV%) from estimates of variability induced by technological error (SEM%) for each individual sprinter and measure. Pearson's product-moment correlation and linear regression analysis were used to establish relationships between measures of BCV% and 10-m sprint start performance (best 10-m time) or 10-m sprint start performance consistency (10-m time BCV%) using SPSS version 12.0. Measurement error markedly inflated traditional measures of movement variability (CV%) by up to 72%. Variability in task outcome measures was considerably lower than that observed in joint rotation velocities. Consistent generation of high horizontal velocity out of the blocks led to more stable and faster starting strides.  相似文献   

The B.Ed. Degree: years of progress     

David C. A. Bradshaw 《Higher Education Quarterly》1972,26(4):449-466

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Target-directed running in gymnastics: a preliminary exploration of vaulting     

Bradshaw E 《Sports biomechanics / International Society of Biomechanics in Sports》2004,3(1):125-144

Research to date has demonstrated the importance of running speed and an accurate take-off on gymnastics vaulting performance (Krug et al., 1998; Bohne et al., 2000). Current training practice for gymnastics vaulting is to stereotype the 15-25 m run-ups to the board, which assumes that a fast and reliable approach is best controlled predominantly without visual feedback. Incidences where gymnasts make errors during their run-ups, often landing onto the back of the board, occur frequently, even at the international level. The standard deviation method (e.g. Lee et al., 1982) for identifying visual regulation in long jump run-ups was employed in this first exploration of gymnastics vaulting to examine whether visual regulation processes are utilised. Secondly, the question of how a small number of gymnasts can run fast during the approach and perform more difficult vaults was addressed. Five elite female gymnasts aged 13-15 years performed five round-off entry vaults. One panning 50 Hz video camera recorded each trial from an elevated platform to evaluate the approach step, hurdle, and round-off characteristics, whilst two 250 Hz cameras recorded vaulting performance. Two qualified judges viewed each vaulting trial and provided a performance score. A precursor for a fast take-off from the board when vaulting is to utilise vision early to control the approach kinematics (p = 0.02). High take-off velocity was directly related to judge's score (p = 0.03). Coaches need to supplement gymnasts' vault training to include exercises that improve the gymnasts' ability to visually regulate their gait pattern whilst running.  相似文献   

Local District Implementation of State Mandated Teacher Evaluation Policies and Procedures: The North Carolina Case     

Lynn K. Bradshaw 《Journal of Personnel Evaluation in Education》2002,16(2):113-127

Although the states voice in the evaluation of North Carolinas teachers has been strong during recent years, inconsistent levels of resources and support have led to mixed results within and across districts. There have also been mixed messages regarding state support for locally developed alternative teacher evaluation systems. When the Excellent Schools Act of 1997 called for sweeping changes in the evaluation of teachers, it appeared to confer preferred status upon the NC Teacher Performance Appraisal System (TPAS) as a valid teacher evaluation instrument and to require locally developed alternatives to be at least as valid as the NC TPAS. A study of teacher evaluation practice in 27 North Carolina school districts 14 years after the initial implementation of the NC TPAS revealed more inconsistencies in teacher evaluation practice and somewhat lower support for the NC TPAS among teachers and administrators than desirable. The results illustrated that local implementation of state mandates is a complex and political process.  相似文献   

Guest editor's note     

J. Nicholls Eastmond  Amy C. Bradshaw 《Educational technology research and development : ETR & D》2001,49(4):111-111

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Editor's note     

J. Nicholls Eastmond  Amy C. Bradshaw 《Educational technology research and development : ETR & D》2002,50(1):80-80

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Visual guidance during competition performance and run-through training in long jumping     

Bradshaw EJ  Aisbett B 《Sports biomechanics / International Society of Biomechanics in Sports》2006,5(1):1-14

To ensure precise foot placement on the take-off board, long jumpers visually regulate their stride pattern during their run-up. A relationship between how much visual guidance they use and the horizontal distance they jump has not, however, been quantified. Run-up precision is often practiced using run-throughs, which exclude the take-off and, therefore, the high physical stress of the complete long jump. The validity with which this common training method simulates the long jump approach remains, however, to be verified. Four state-standard long jumpers and two heptathletes completed two sessions, each comprising six runthroughs and six competition long jumps. A 50 Hz video camera was manually panned from an elevated platform to film each trial, to enable subsequent gait characteristic evaluations. Linear regression analyses identified that a longer visual regulation phase, measured in time, distance or number of strides, was a key predictor of long jump distance. The number of strides that were visually regulated during the long jump approach was, accordingly, positively correlated with long jump distance (r = 0.67, p = 0.001). The amount of visual regulation used during run-throughs was, however, less than half (p = 0.001) of that observed during long jump approaches. Our results should compel long jump coaches to supplement run-through training with additional visual guidance exercises, to encourage their athletes to visually regulate more of their long jump approach.  相似文献   

Non-linear improvement in generic problem-solving skills of university students: a longitudinal study     

Andis Klegeris  Patrick J. Dubois  Warren J. Code  Heather D. Bradshaw 《高等教育研究与发展》2019,38(7):1432-1444

ABSTRACT

Problem solving has been characterized as one of the ‘employability skills’ due to the high demand for such abilities in a modern workplace. Most universities do not monitor progress of the generic problem-solving skills (PSS) of their students due to a lack of available assessment tools. We used previously reported 15-min tests to measure the generic PSS of students over the first three years of university. More than 600 students participated in this study, including 144 who wrote PSS tests in Year 1 and then again in Year 3 of their studies. Two versions of the PSS test were administered in September and December of both years. We observed a non-linear increase in PSS test scores with a significant growth during the first three months of Year 1, a similar increase over the next 21 months, then no change during the first three months of Year 3. Further studies are necessary to pinpoint the instructional techniques and situational factors facilitating the PSS development of students over the first three years of studies. Moreover, the plateau we observe in the third year indicates that proactive steps by universities and individual instructors are required to advance this important skill set in upper-year students.  相似文献