Selective attention deficits in high test anxious children: a failure to replicate     

C E Ford  W E Pelham  A O Ross 《Journal of learning disabilities》1985,18(1):15-18

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A Comprehensive Model for Addressing Severe and Persistent Mental Illness on Campuses: The New Diversity Initiative     

James Michael Nolan  Stephanie J. W. Ford  Victoria E. Kress  Renee I. Anderson  Theresa C. Novak 《Journal of College Counseling》2005,8(2):172-179

In response to the increase in severity and prevalence of student‐presented mental disorders on college campuses, a comprehensive campuswide identification and intervention program titled “The New Diversity Initiative” was developed to help college counselors and student personnel staff address students with severe mental disorders. Details of the program and recommendations for college counselors interested in implementing such a program are provided.  相似文献   

Attacking and defensive styles of play in soccer: analysis of Spanish and English elite teams     

Javier Fernandez-Navarro  Luis Fradua  Asier Zubillaga  Paul R. Ford  Allistair P. McRobert 《Journal of sports sciences》2016,34(24):2195-2204

ABSTRACT

The aim of this study was to define and categorise different styles of play in elite soccer and associated performance indicators by using factor analysis. Furthermore, the observed teams were categorised using all factor scores. Data were collected from 97 matches from the Spanish La Liga and the English Premier League from the seasons 2006–2007 and 2010–2011 using the Amisco® system. A total of 19 performance indicators, 14 describing aspects of attacking play and five describing aspects of defensive play, were included in the factor analysis. Six factors, representing 12 different styles of play (eight attacking and four defensive), had eigenvalues greater than 1 and explained 87.54% of the total variance. Direct and possession styles of play, defined by factor 1, were the most apparent styles. Factor analysis used the performance indicators to cluster each team’s style of play. Findings showed that a team’s style of play was defined by specific performance indicators and, consequently, teams can be classified to create a playing style profile. For practical implications, playing styles profiling can be used to compare different teams and prepare for opponents in competition. Moreover, teams could use specific training drills directed to improve their styles of play.  相似文献   

Toward an educational sphereology: Air,wind, and materialist pedagogy     

Derek R. Ford  Weili Zhao 《Educational Philosophy and Theory》2018,50(5):528-537

Abstract

It’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an educational sphere. Second, we historicize the Chinese notion of wind as a style of reasoning which structures ancient Chinese cosmology, tempo-spatiality, teaching, and governing into a grid of intelligibility. Third, we argue for a bracketing of a trap of philology and a signifier-signified representational logic through reconceptualizing the atmosphere as a thing that blurs the material-figural boundary and that pushes into a new genre of educational life.  相似文献   

Microcomputers—Who Knows?     

Jerry D. Ford 《Clearing house (Menasha, Wis.)》2013,86(4)

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Foreword     

Toni Carbo  Donald L. Ford 《International Information and Library Review》2013,45(2-4):131-132

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The office for civil rights and non‐discriminatory testing,policies, and procedures: Implications for gifted education     

Donna Y. Ford  Michelle Frazier Trotman 《Roeper Review》2013,35(2):109-112

The purpose of this study is to examine the social and self-perceptions of twice-exceptional students, those students who meet criteria for being identified as both gifted and learning disabled. In particular, we focus on how twice-exceptional students are similar to, or different from, students with only a learning disability or who are only identified as gifted. Using data collected from the National Longitudinal Study of Adolescent Health, we identified a group of 90 twice-exceptional adolescents as well as three matched comparison groups. Overall, twice-exceptional adolescents had less positive perceptions of maternal relationships and self-concept than did gifted or nonidentified adolescents. Further, perceptions of maternal relationships mediated and moderated group differences in self-concept. Implications for adults working with twice-exceptional adolescents are discussed.  相似文献   

The interface between mathematics and design and technology in secondary schools     

David Burghes  Nigel Price  John Twy Ford 《Curriculum Journal》2013,24(1):35-50

ABSTRACT

This article suggests that there are important connections between design and technology and mathematics curricula and that these are not fully made in the United Kingdom National Curriculum. Using three examples, the authors show how there are real opportunities in design and technology teaching for incorporating mathematical learning, but that all too often these are lost because they are not made explicit. Again, the authors argue that too much mathematics teaching is dominated by abstract investigation rather than practical problem‐solving. They conclude by suggesting that teaching should transcend subject boundaries and be concerned with real‐life situations.  相似文献   

The developmental and professional activities of female international soccer players from five high-performing nations     

Paul R. Ford  Nicola J. Hodges  David Broadbent  Donna O’Connor  Dawn Scott  Naomi Datson 《Journal of sports sciences》2020,38(11-12):1432-1440

ABSTRACT

We study the developmental and professional activities engaged in by 86 female adult soccer players from the senior national teams of Australia, Canada, England, Sweden, and the United States of America. Players completed the Participation History Questionnaire (PHQ) to elicit the amount and type of activities engaged in across their developmental and professional years, including milestones, soccer-specific activity and engagement in other sport activity. Greater specialisation than diversification characterised their childhood developmental activities, including all players starting in soccer in childhood and accumulating more hours in soccer activity than other sports during this period. However, interindividual variation further characterised these childhood activities, with a proportion of players diversifying into other sports and/or soccer play to a greater or lesser degree during childhood when compared to the other players. The amount of coach-led soccer practice increased for all players across their development culminating in an average of 15–16 h/wk across a 40-week season in early adulthood. In contrast, the amount of engagement in other sports and soccer peer-led play varied between players but generally decreased across adolescence to negligible amounts in late adolescence. Findings are commensurate with the deliberate practice framework and early engagement.  相似文献   

The Empirical Attitude, Material Practice and Design Activities     

Xornam Apedoe  Michael Ford 《Science & Education》2010,19(2):165-186

This article is an argument about something that is both important and severely underemphasized in most current science curricula. The empirical attitude, fundamental to science since Galileo, is a habit of mind that motivates an active search for feedback on our ideas from the material world. Although more simple views of science manifest the empirical attitude through relation of theories to data, we describe more recent philosophical scholarship that characterizes the relation of theories to data through phenomena (regularities in nature’s behavior that can be identified and characterized through data). This view highlights the centrality of material practice, in which scientists design data collection events to inform phenomena. Thus manifestation of the empirical attitude in science is characterized as a design endeavor that involves considerably sophisticated coordination among theories, phenomena, data, and data collection events. If we want students to learn how to participate in such work, curricula should break down these complex processes into more basic components at least at the outset. Our recommendation is to begin with design activities that can focus on the empirical attitude initially without the complex coordination with phenomena and data. We present an example of such an activity and share results that suggest design activities can target the empirical attitude and be built upon in curricula to gradually include coordination with phenomena and theories.  相似文献