Abstract The aim of the study was to compare the effect of a Sport Education-based irregular teaching unit on the high-school students’ physical activity (PA) during school recess. A sample of 91 adolescents (45 girls) aged 13–16?years old met the exclusion criteria. The six classes were cluster-randomly assigned to the Irregular Sport Education group (Sport Education methodology with competitions in recess), Traditional Sport Education group (Sport Education methodology with competitions in Physical Education lessons), or to the control group (non-intervention). The students’ PA during school recess periods were objectively assessed by GT3X accelerometers. The results of the repeated-measures nested analysis of variance showed that the Sport Education-based irregular teaching unit significantly improved the students’ PA during recesses (p?<?0.001). The competitions phase of the Sport Education model performed at school recesses seems to be a valuable strategy for increasing students’ PA contributing to the achievement of the daily recommendations. 相似文献
One of the most usual flaws that lead to literacy disability regards cognitive difficulties and alterations some children
present in the literacy process. Many studies have found alterations in phonological processing, more specifically in phonological
working memory (PWM) and phonological awareness (PA). Therefore, our aim was to identify alterations in skills of phonological
working memory, phonological awareness and language (semantic, syntactic and phonological aspects) of Brazilian children with
literacy disabilities (age 7–8). They were divided into two groups: (1) Group of Normal Literacy (NL); and (2) Group With
Literacy Disabilities (LD). The evaluation comprised tests that assessed general cognitive functions and the skills at stake.
The LD presented a poorer performance than the NL in the skills of PWM, PA and language aspects. The factor analysis showed
that these skills prevailed in differentiating the groups. Thus, children with literacy disabilities presented deficits in
phonological processing and language. These deficits seem to be a result of alterations of the phonological representations
and poor language skills that are prior to the literacy period. Consequently, we believe that the early identification of
these alterations can be very useful for the prevention of future literacy problems. 相似文献
This research aims to present proposals that can improve the transition to adulthood of young people with intellectual disabilities (ID). Four focus groups were set up in three different cities in Spain, each comprising education and social work professionals, people with ID and family members. In total, 32 participants were included in the study. The discussions were recorded, transcribed and analysed using thematic content analysis. Improvements proposed by participants were organised into six themes: coordination between services and professionals; curricular approaches; participation by young people with ID; peer-relationship networks; family and administration. Participants highlighted the need to make the curriculum more flexible and foster curricular experiences related to social and workplace inclusion, as well as establish more continuity in guidance processes throughout the different stages of education and especially at the end of secondary education. Participants also suggested the need for young people with ID to have a more prominent role in their educational process, and strengthening their social networks by promoting their participation in community activities. 相似文献
This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed.
Children's kindergarten experiences are increasingly taking place in full- versus part-day programs, yet important questions remain about whether there are significant and meaningful benefits to full-day kindergarten. Using the Early Childhood Longitudinal Study's Kindergarten Cohort ( N = 13,776), this study takes a developmental approach to examining associations between kindergarten program type and academic trajectories from kindergarten (ages 4–6 years) through 5th grade (ages 9–12 years). Full-day kindergarten was associated with greater growth of reading and math skills from fall until spring of kindergarten. Initial academic benefits diminished soon after kindergarten. The fade-out of the full-day advantage is in part explained by differences in the children who attend part- and full-day kindergarten as well as school characteristics. 相似文献
The aim of this article is to make a close case study of one teacher’s teaching in relation to established traditions within
science education in Sweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis.
The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses
the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The
empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The
students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area
called “Properties of materials”. The results show that the teacher makes a number of different moves with regard to how to
proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that
the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge
production process, but with methodological aspects. The function of the moves turns the students’ attention from one source
of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity
and their own thinking that learning takes place. This is characteristic in the teacher’s manner of teaching. When compared
in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism
and progressivism. This educational philosophy is a central aspect of what is called the academic tradition—a selective tradition
common in science education in Sweden between 1960 and 1990. 相似文献
The American Girl (AG) collection is an enormously successful line of girls merchandise that includes dolls, books, and accessories. Through mail-order catalogs, AG has become a part of the cultural universe of young girls in the United States. We examined the dolls, books, accouterments, and catalogs as texts and, therefore, sites of cultural construction, attempting to uncover the ways in which nationality, history, race/ethnicity, consumerism, and gender are immersed in these products. Our study underscores how the AG dolls and products render the world for its young consumers. This rendering is not innocent. Inclusions, exclusions, and hierarchies are naturalized, offering a particular view of race, gender, and the imagined community that is embedded in social practices and power relations that help determine our ways of seeing and imagining from a very young age. 相似文献
Telenovelas are serialized melodramatic love stories whose happy endings are postponed by intrigues and obstacles. The main source of these impediments is also the basic building block of every telenovela: the love triangle. Because they unsettle the mother–daughter relation, mother–daughter–man triangles can be risky. But they can be successful too. This study examines the production, representation, consumption, and social regulation of the mother–daughter–man love triangle in three telenovelas: Ciudad Bendita (2006, Venevisión-Venezuela), Doña Bárbara (2008, Telemundo-USA), and La Mujer Perfecta (2010, Venevisión-Venezuela). Located under the umbrella of cultural studies, the study uses a multimethod approach that includes textual and ethnographic methods. The analysis underscores the writing and production challenges of this particular love triangle, considers the fit, or lack thereof, of the mother–daughter dyad with the virgin/whore dichotomy present in the majority of telenovelas, and fleshes out the nuances of audience reception of this type of triangle. 相似文献
Understanding the social consequences of major soccer events is important for social science researchers and policy-makers alike. On the one hand, socially integrative effects are ascribed to these events. On the other hand, they are suspected of increasing the devaluation of minorities and disadvantaged groups. Sociological theories in a Durkheimian tradition suggest that the emotional entrainment that goes along with football-related rituals might play a role. We thus investigated the effects of the World Cup 2010 on the derogation of minorities and disadvantaged groups in Germany and hypothesized that the emotional entrainment is a predictor of changes in derogation. Results of our naturalistic study show significant increases in derogative attitudes after the World Cup. Contrary to our expectations, emotional entrainment is not associated with this increase. We discuss possible alternative explanations, in particular the influence of public discourse. 相似文献