Discipline and the gifted child     

Joanne R. Whitmore 《Roeper Review》2013,35(2):42-46

The gap between intellectual and social development in gifted children can be bridged by providing opportunities for expanded social experiences.  相似文献   

Naturally Acquired Mentoring Relationships and Young Adult Outcomes Among Adolescents with Learning Disabilities     

Kym Ahrens  David Lane DuBois  Paula Lozano  Laura P. Richardson 《Learning disabilities research & practice》2010,25(4):207-216

We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self‐esteem, and reported a higher overall number of positive outcomes than nonmentored youth. Mentorship by teachers/guidance counselors was associated with larger differences in high school graduation rates and self‐esteem compared to nonmentored youth whereas mentorship by nonteachers was associated with smaller changes in self‐esteem and no differences in high school completion rates. Future research should include more in‐depth, objective assessments of youths’ learning disabilities, consideration of interactions with concurrent risk factors, and efforts to clarify optimal strategies for mentoring support of YLD.  相似文献   

Ethnic and regional influences on teachers' evaluations of oral answers     

Thomas K Crowl  Joanne R Nurss 《Contemporary educational psychology》1976,1(3):236-240

Tape recordings were made of six white and six black ninth-grade northern boys speaking identically worded answers to typical school questions. Black students were given significantly higher grades than white students by 56 white and 50 black southern teachers. Black teachers gave significantly higher grades than white teachers, but no significant interaction was found between students' and teachers' ethnic group. The study is a partial replication of a previous study in which it was found that black students were given significantly lower grades than white students by northern white teachers.  相似文献   

The influence of crank rate on peak oxygen consumption during arm crank ergometry   总被引：1，自引：0，他引：1  

Smith PM  Price MJ  Doherty M 《Journal of sports sciences》2001,19(12):955-960

The aim of this study was to assess the influence of three imposed crank rates on the attainment of peak oxygen consumption (VO2peak) and other physiological responses during incremental arm crank ergometry. Twenty physically active, although non-specifically trained, males volunteered for the study. They completed an exercise protocol using an electrically braked arm ergometer (Lode Angio, Groningen, Netherlands) at crank rates of 60, 70 and 80 rev x min(-1). The order of tests was randomized and they were separated by at least 2 days. Peak VO2 was significantly higher (P < 0.05) at 70 and 80 rev x min(-1) than at 60 rev x min(-1). Peak ventilation volume increased as a function of crank rate and was higher (P < 0.05) at 80 than at 60 rev x min(-1). Peak heart rate was higher (P < 0.05) at 70 and 80 rev x min(-1) than at 60 rev x min(-1). Furthermore, 70 and 80 rev x min(-1) resulted in an extended test time compared with 60 rev x min(-1). The greater physiological responses observed during the tests at the two faster crank rates might have been the result of a postponement of acute localized neuromuscular fatigue, allowing for more work to be completed. We recommend, therefore, that an imposed crank rate between 70 and 80 rev x min(-1) should be used to elicit VO2peak and other physiological responses in arm crank ergometry.  相似文献   

DELIBERATIVE POLLS: TOWARD IMPROVED MEASURES OF "INFORMED" PUBLIC OPINION?     

Price  Vincent; Neijens  Peter 《Int. Journal of Public Opinion Research》1998,10(2):145-176

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Who Studies Women's Studies?     

Marion Price  Mairead Owen 《Gender and education》1998,10(2):185-198

ABSTRACT This article reports the initial findings of a study of the cohort of students who entered Liverpool John Moores University, England, to study women's studies in the autumn of 1994, basing its focus on the survey carried out as soon as the students entered the University and the in-depth interviews carried out later in that semester. The work proceeded within the tradition of grounded theory research and endeavoured to avoid prepared hypotheses in order to allow the themes to emerge from the students' answers. From the initial findings, the very strong emphasis on the salience of the students' choice of women's studies and the experiential importance of identity as a concept was striking. The article debates the theoretical difficulties in the theorising of identity in relation to the empirical, existential project of the students.  相似文献   

‘If you miss the ball,you look like a total muppet!’ Boys investing in their bodies in physical education and sport     

Joanne Hill 《Sport, Education and Society》2015,20(6):762-779

Connections have been drawn between masculinity, muscularity and physical or social status in sport. Not only are sporting bodies often related to masculinity but also to whiteness, leading to the devaluing of Asian boys' bodies and sporting experiences. This paper draws on three British Asian teenage boys' visual and verbal narratives to enquire how they negotiate these connections in their physical education and recreational sport experiences. Bourdieu's notion of capital is used to make sense of boys' ways of investing in their bodies to manage their status in school. Drawing from focus-group interviews which used participant-driven photography and photo elicitation techniques, the research indicates how three boys invested in their bodies by doing particular types of physical activity that would enable them to develop muscularity, fitness and/or motor competence, to attain or retain physical and social capital in school. Along the way, they add pertinent comments on the intersections of masculinity and ethnicity in constructing and performing a sporting body.  相似文献   

Girls’ active identities: navigating othering discourses of femininity,bodies and physical education     

Joanne Hill 《Gender and education》2015,27(6):666-684

Within physical education and sport, girls must navigate discourses of valued athletic and gendered bodies that marginalise or ‘other’ non-normative performances through systems of surveillance and punishment. The purpose of this paper is to share girls’ perspectives on how these discourses affected their gender performances and activity engagement. Students aged 13–14 in one ethnically diverse UK secondary school were invited to create a photo diary of the physical activities they engaged in. Photo-elicitation interviews in small groups followed. The girls positioned themselves as physically active but had to carefully manage their activity choices and gender performances in a single-sex physical education environment that regulated deviation from the fit, slender, girly-girl. Although the girls demonstrate the difficulty of resisting, they indicate moments of positioning themselves against norms that suggest the possibilities of shifting gendering processes. The paper points out the importance of listening to ‘other’ girls’ narratives in building positive physical education engagements.  相似文献   

Parental support and high school students' motivation in biology,chemistry, and physics: Understanding differences among latino and caucasian boys and girls     

Sandra D. Simpkins  Chara D. Price  Krystal Garcia 《科学教学研究杂志》2015,52(10):1386-1407

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Using Video to Examine Formative Assessment Practices as Measures of Expertise for Mathematics and Science Teachers     

Amelia Wenk Gotwals  Joanne Philhower  Dante Cisterna  Steven Bennett 《International Journal of Science and Mathematics Education》2015,13(2):405-423

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