Waking upto the world: Multi‐mapping as an instructional design approach     

George F. Simons 《Performance Improvement》2006,45(4):25-29

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Contextual factors associated with the symptoms of teenagers victims of intrafamilial sexual aggression     

Thériault C  Cyr M  Wright J 《Child abuse & neglect》2003,27(11):1291-1309

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Analysis of stroke organization in the backstroke as a function of skill     

Lerda R  Cardelli C 《Research quarterly for exercise and sport》2003,74(2):215-219

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Montessori, Superman, and Catwoman     

Martin Simons 《Educational theory》1988,38(3):341-349

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Alexithymia as a mediator between childhood trauma and self-injurious behaviors     

Paivio SC  McCulloch CR 《Child abuse & neglect》2004,28(3):339-354

OBJECTIVE: The aim of this study was to test whether alexithymia mediates the relationship between childhood maltreatment and self-injurious behaviors (SIB) in college women. METHOD: The sample was comprised of 100 female undergraduate students. Measures were the Childhood Trauma Questionnaire [D. Bernstein, L. Fink, Manual for the Childhood Trauma Questionnaire, The Psychological Corporation, New York, 1998], the Toronto Alexithymia Scale-20 [Journal of Psychosomatic Research 38 (1994) 23; Journal of Psychosomatic Research 38 (1994) 33], and the Self-Injurious Behaviors Questionnaire which assessed the lifetime frequency of six methods of superficial self-injury (hair pulling, head banging, punching, scratching, cutting, and burning). Regression analyses were used to test the proposed mediational model. RESULTS: Forty-one percent of respondents reported having engaged in SIB; most engaged in multiple methods, and self-cutting was the most frequently endorsed method. Results of regression analyses supported the proposed mediational model for all types of maltreatment except sexual abuse. Sexual abuse, considered alone, was not significantly associated with alexithymia which precluded testing for mediational effects. CONCLUSIONS: Results support a link between a history of childhood maltreatment and SIB among college women and the hypothesis that alexithymia mediates this relationship.  相似文献   

Physical education in Tunisia: teachers' practical epistemology,students' positioning and gender issues     

Chantal Amade-Escot  Souha Elandoulsi  Ingrid Verscheure 《Sport, Education and Society》2015,20(5):656-675

This paper explores gendered student learning in physical education (PE) viewed as a situated emerging process involving a triadic relationship between teacher, student(s) and forms of knowledge that are socioculturally bounded. It concerns gymnastic teaching and learning in Tunisia. It was conducted against the background of the Joint Action Studies in Didactics (JASD). Three Tunisian PE teachers having different expertise and experience and 12 male and female students with contrasted skill levels were observed within a gymnastics unit. Based on the video record of the lessons and on teachers' interviews, the findings stress the personal, institutional and cultural dimensions that shape the observed PE practices with special attention to the gendered content taught and learned. The use of the JASD framework highlights the intertwined processes during classroom interactions that influence the co-construction of gendered learning. It makes visible the interplay between the teacher's practical epistemology and the students' gender positioning and its consequence on inequalities in terms of students' learning and the maintenance of gender order in the gym.  相似文献   

Critically Reflective Work Behaviour Within Autonomous Professionals�� Learning Communities     

Esther de Groot  B. A. M. van den Berg  M. D. Endedijk  P. van Beukelen  P. R. J. Simons 《Vocations and Learning》2011,4(1):41-62

Informal learning communities in which participants show critically reflective work behaviour (CRWB) have the potential to support lifelong learning. In practice this behaviour does not always occur in groups of autonomous professionals. This study explores design principles (DPs) that could act as social affordances for CRWB, within the context of healthcare professionals. From the literature, 28 DPs were deduced. In an online Delphi study, 12 experts gave their opinions about these. To explore strategies for implementation of these DPs, a face-to-face expert discussion meeting was organized. The Delphi study resulted in a subset of 13 DPs considered to be relevant for CRWB. Some of the design principles were confirmed or reformulated, others were considered to be unimportant. Exploration of strategies for implementation confirmed the importance of having moderators from within the group. The results of this study, combining issues of design and implementation, could contribute to the discussion about the support and set-up of learning communities for autonomous professionals. A framework for behavioural change is considered that could help to understand why these DPs should influence participants’ interaction.  相似文献   

Assessing student teachers’ reflective writing through quantitative content analysis     

Eric Poldner  Marieke Van der Schaaf  P. Robert-Jan Simons  Jan Van Tartwijk  Guus Wijngaards 《欧洲师范教育杂志》2014,37(3):348-373

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Ineffective learning strategies: a significant barrier to post-secondary perseverance     

Louise Sauvé  Chantal Viger  France Landry 《Journal of Further & Higher Education》2018,42(2):205-222

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Perceptions of response-to-intervention practices: results from a cross-sectional survey of school-board directors and support service professionals     

Chantal Camden  Dana R. Anaby  Cheyenne Gauvin  Wenonah Campbell  Sheila Bennett  Jade Berbari  Lisa Rivard  Lina Ianni  Steven R. Shaw  GOLDS Research Team 《Support for Learning》2022,37(2):285-308

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