INTERGENERATIONAL ACTIVITY ANALYSIS WITH THREE GROUPS OF OLDER ADULTS: FRAIL,COMMUNITY‐LIVING,AND ALZHEIMER'S     

Merle Griff  Donna Lambert  Mary Dellmann‐Jenkins  Dorothy Fruit 《Educational gerontology》2013,39(6):601-612

This study documents the effects of utilizing different types of activities (i.e., cognitive, rote, active, passive) in fostering positive intergenerational exchanges between preschool‐aged children and three groups of older adults—frail, community‐living, and elders diagnosed as in the early to mid‐stage of Alzheimer's disease. Results suggested that, overall, simple and largely unstructured activities with one or two steps and very few rules can be most successfully utilized with all three groups of elders when interacting with young children. Community‐living older persons and children were found to enjoy the widest range of activities, while intergenerational contact involving frail elders and those with Alzheimer's disease needed to be approached with care in order to maintain the dignity of the elders, the positive perceptions of the children toward the older generation, and the comfort of staff members.  相似文献   

Making a difference: using action research to explore our educational practice     

Karyn Davies  Helen Lambert  Alison Turner  Emrys Jenkins  Vivienne Aston 《Educational Action Research》2013,21(3):380-396

This paper describes and discusses an action research collaboration between a multi-disciplinary team of practice educators, a practice development nurse and a university lecturer in order to explore, evaluate and improve a dementia care training package developed for a range of staff providing care for people with dementia. Whilst it is recognised that the findings of this small evaluation study are only of local interest, we believe the approach we took to be of general use for other teams of practice educators as a way of exploring and evaluating their own practice. This paper will therefore focus mostly on the philosophy, methodology and conduct of the study, including our own reflections and learning as novice action researchers.  相似文献   

Inquiry-based learning in higher education: administrators’ perspectives on integrating inquiry pedagogy into the curriculum     

Christopher Justice  James Rice  Dale Roy  Bob Hudspith  Herb Jenkins 《Higher Education》2009,58(6):841-855

Inquiry-based learning is one approach to improving the quality of undergraduate education by moving toward more student-directed, interactive methods of learning while focusing on learning how to learn. This paper deals with a missing component in the inquiry-related literature—the extra-pedagogical challenges of introducing and maintaining inquiry-based learning in the curriculum. Based in the collective experience of McMaster University, a mid-size Canadian university that has been a pioneer in inquiry pedagogy, the paper describes the challenges administrators faced in supporting the introduction of inquiry-based learning as components of traditional courses, as inquiry-based courses, and as inquiry-based degree programs. Derived from interviews, the paper presents a series of strategies and lessons for introducing and maintaining inquiry pedagogy in the curriculum. These lessons will be broadly useful to administrators, curriculum designers and faculty developers and should be widely applicable to institutes of higher education.  相似文献   

Can anti-gravity running improve performance to the same degree as over-ground running?     

Christopher T. Brennan  David G. Jenkins  Mark A. Osborne  Michael Oyewale 《Journal of sports sciences》2018,36(20):2273-2281

This study examined the changes in running performance, maximal blood lactate concentrations and running kinematics between 85%BM anti-gravity (AG) running and normal over-ground (OG) running over an 8-week training period. Fifteen elite male developmental cricketers were assigned to either the AG or over-ground (CON) running group. The AG group (n = 7) ran twice a week on an AG treadmill and once per week over-ground. The CON group (n = 8) completed all sessions OG on grass. Both AG and OG training resulted in similar improvements in time trial and shuttle run performance. Maximal running performance showed moderate differences between the groups, however the AG condition resulted in less improvement. Large differences in maximal blood lactate concentrations existed with OG running resulting in greater improvements in blood lactate concentrations measured during maximal running. Moderate increases in stride length paired with moderate decreases in stride rate also resulted from AG training. The use of AG training to supplement regular OG training for performance should be used cautiously, as extended use over long periods of time could lead to altered stride mechanics and reduced blood lactate.  相似文献   

Sleep Habits and Patterns of College Students: An Expanded Study     

Walter Buboltz Jr.  Steve M. Jenkins  Barlow Soper  Kevin Woller  Patrick Johnson  Theresa Faes 《Journal of College Counseling》2009,12(2):113-124

This study represents an expansion of previous research investigating the prevalence of sleep difficulties in college students. Sleep quality and sleep habits were assessed via self‐report questionnaires. Poor sleep quality was reported by 22.6% of participants, whereas 65.9% replied that they experienced occasional sleep problems. More than half of the respondents noted feeling tired in the morning. Implications for counselors and their institutions are discussed.  相似文献   

Caregivers’ use of metacognitive language in child care centers: Prevalence and predictors   总被引：1，自引：0，他引：1  

Kristen L. Frampton  Michal Perlman  Jennifer M. Jenkins 《Early childhood research quarterly》2009,24(3):248-262

Use of metacognitive language by child care center staff in classrooms that serve preschool-aged children was examined. Staff's use of mental-state talk, perspective-taking talk, and activity-relevant questioning with children were coded in a series of 20-s snapshots taken over the course of one full morning per classroom. A total of 3401 snapshots were observed for 393 teachers in 103 classrooms. Staff used mental-state talk in 22% of the snapshots, activity-relevant questions in 12%, and perspective-taking talk in 3%. Structural and process predictors of staff's metacognitive language were examined for full-time staff (n = 148 in 95 classrooms) using multilevel modeling and ordinary least squares regression. Caregiver positive interaction style predicted caregivers’ engagement in all three types of language. Caregiver punitive interaction style was also a positive predictor of caregivers’ talk about others’ perspectives. In general, structural characteristics of the classroom were not significant predictors of staff's language. However, the proportion of children receiving a child care subsidy in the center negatively predicted perspective-taking discourse. Results indicate the importance of caregiver relational style in providing a more discourse-rich child care context.  相似文献   

Timing and Intensity of Tutoring: A Closer Look at the Conditions for Effective Early Literacy Tutoring     

Patricia F. Vadasy  Elizabeth A. Sanders  Julia A. Peyton  Joseph R. Jenkins 《Learning disabilities research & practice》2002,17(4):227-241

In this article we report data from a longitudinal study of one–to–one tutoring for students at risk for reading disabilities. Participants were at–risk students who received phonics–based tutoring in first grade, students who were tutored in comprehension skills in second grade, and students tutored in both grades 1 and 2. At second–grade posttest, there were significant differences in word identification and word attack between students who were tutored in first grade only compared to students who were also tutored in second grade, favoring students who were tutored in first grade only. Overall, there were no advantages to a second year of tutoring. For students tutored in second grade only, there were no differences at second–grade posttest compared to controls. Schools may have selected students who did not respond to first–grade tutoring for continued tutoring in second grade. Findings are discussed in light of decisions schools make when using tutors to supplement reading instruction for students with reading difficulties.  相似文献   

Relationship of optical density and skinfold measurements: effects of age and level of body fatness.     

J A Quatrochi  V L Hicks  V H Heyward  B C Colville  K L Cook  K A Jenkins  W L Wilson 《Research quarterly for exercise and sport》1992,63(4):402-409

We examined relationships between skinfold (SKF) and optical density (delta OD) measurements across age and levels of body fatness (%BF) for 151 women, 20 to 72 years. There were significant (p < .05) relationships between delta ODs and SKFs at all sites, except the thigh. The interaction (SKF x Age) was significant (p < .05) for pectoral and biceps delta ODs. Slope comparisons indicated the relationships for younger (29 years) and older (59 years) women differed significantly from zero and each other (p < .05). Analysis of SKF x %BF interactions revealed that relationships between SKFs and delta ODs at the pectoral and biceps sites for leaner (22% BF) women differed significantly from zero (p < .05) and were larger than those for obese (39% BF) women (p < or = .05). Thus, the relationship between SKFs and delta ODs is stronger for younger and leaner women compared to older and fatter women. These findings may reflect differences in fat layering due to age or body fatness and provide insight as to why the manufacturer's near-infrared (NIR) equation significantly underestimates the %BF of obese women.  相似文献   

Stimulus discriminability,contingency discriminability,and schedule performance     

Michael Davison  Peter E. Jenkins 《Learning & behavior》1985,13(1):77-84

A detection-theory model to describe the effects of varying stimulus disparity on switching-key concurrent variable-interval schedule performance (Miller, Saunders, & Bourland, 1980) is presented. It describes the available data on stimulus disparity well. Using the additional notion of contingency discriminability, the model is then developed into an account of schedule and stimulus control that is both wider in application and conceptually clearer than the generalized matching law. A basic assumption of the new model is that subjects may not perfectly discriminate that a reinforcer followed a response of one class versus that of another, and this ability is measured as reinforcer-contingency discriminability, d_r. This idea is then applied to performance in signal-detection procedures, both with and without error reinforcement, to multiple-schedule performance, and to single-schedule performance. The model fitted the data well, and it thus constitutes a coherent and viable alternative to the generalized matching law in the procedures and conditions in which the latter has been shown to apply.  相似文献   

Evaluating a Tertiary Access Program for Mature Age Women     

Alison Fulmer  Heather Inch Jenkins 《高等教育研究与发展》1992,11(1):45-60

A thirteen week bridging course curriculum was designed and implemented to assist mature adult women from a low socio‐economic region to gain access to tertiary level education. The course was located at a postsecondary college within the participants' neighbourhood, and presented by a woman staff member of the tertiary institution to which the women were guaranteed entry contingent upon successful completion of the course.

The curriculum focussed explicitly on both academic and non‐academic requirements for successful tertiary study. In the academic strand, significant changes from Concrete to Abstract modes of Learning Style were observed, while in the nonacademic sphere, there was a significant change of preference from Feeling to Thinking styles of decision‐making. Twenty one per cent of participants withdrew and indicated that the course had provided sufficient insight that they were not willing to make a continuing commitment to study at such a demanding level. For all participants, the bridging course succeeded in informing the women's decisions and equipping the majority with skills essential for tertiary level study.  相似文献