新新语词     

末末  文东  Jamie 《初中生》2004,(18)

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Teaching Computer-Mediated Visual Communication to a Large Section: A Constructivist Approach     

Jamie S. Switzer 《Innovative Higher Education》2004,29(2):89-101

A constructivist approach to teaching encourages students to seek answers for themselves, while the instructor acts as a guide and facilitator as students pursue information gathering and knowledge construction. In a large class, it is difficult to use a constructivist model of education simply because of the number of students involved. This article discusses how a university instructor was successful in creating a constructivist learning environment in a large class section.  相似文献   

The influence of tennis court surfaces on player perceptions and biomechanical response     

Chelsea Starbuck  Loïc Damm  James Clarke  Matt Carré  Jamie Capel-Davis  Stuart Miller 《Journal of sports sciences》2016,34(17):1627-1636

This study aimed to examine player perceptions and biomechanical responses to tennis surfaces and to evaluate the influence of prior clay court experience. Two groups with different clay experiences (experience group, n = 5 and low-experience group, n = 5) performed a 180° turning movement. Three-dimensional ankle and knee movements (50 Hz), plantar pressure of the turning step (100 Hz) and perception data (visual analogue scale questionnaire) were collected for two tennis courts (acrylic and clay). Greater initial knee flexion (acrylic 20. 8 ± 11.2° and clay 32.5 ± 9.4°) and a more upright position were reported on the clay compared to the acrylic court (P < 0.05). This suggests adaptations to increase player stability on clay. Greater hallux pressures and lower midfoot pressures were observed on the clay court, allowing for sliding whilst providing grip at the forefoot. Players with prior clay court experience exhibited later peak knee flexion compared to those with low experience. All participants perceived the differences in surface properties between courts and thus responded appropriately to these differences. The level of previous clay court experience did not influence players’ perceptions of the surfaces; however, those with greater clay court experience may reduce injury risk as a result of reduced loading through later peak knee flexion.  相似文献   

How Portuguese and American teachers plan for literacy instruction     

Louise Spear-Swerling  Joao Lopes  Celia Oliveira  Jamie Zibulsky 《Annals of dyslexia》2016,66(1):71-90

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Can’t pay,can’t play? Talent lead’s perspectives on the financial constraints experienced by athletes on the England Talent Pathway*     

David Morley  Jim McKenna  Stephen Gilbert  Jamie French  Kevin Till  Tom Quarmby 《High Ability Studies》2018,29(1):51-64

This study explored the extent of financial constraints experienced by athletes on the England Talent Pathway, as perceived by talent leads from various sports. Using a mixed-methods approach, 34 participants completed online surveys with 26 follow-up interviews. Findings showed the prevalence of financial constraints on individuals within the system, with three emerging themes: costs; demands on athletes; and potential funding support. “Pinch points”, causing the greatest severity of financial constraint, emerged further along the pathway and there were infrequent examples of mechanisms to identify talented athletes experiencing financial hardship. A means-tested system, premised on the demonstration of potential, is suggested by talent leads as a way of providing funding for athletes to ameliorate financial constraints in the future.  相似文献   

Exploring Teachers’ Depressive Symptoms,Interaction Quality,and Children’s Social-Emotional Development in Head Start     

Amy Roberts  Jennifer LoCasale-Crouch  Bridget Hamre  Jamie DeCoster 《Early education and development》2016,27(5):642-654

Research Findings: This study explored the role Head Start teachers’ (n = 355) depressive symptoms play in their interactions with children and in children’s (n = 2,203) social-emotional development, specifically changes in children’s problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the multilevel path analyses revealed that children in classrooms with more depressed teachers made significantly fewer gains in social-emotional skills as reported by both teachers and parents. We found no evidence of mediation by the quality of teacher–child interactions. Practice or Policy: These findings have implications for understanding and supporting Head Start teachers’ mental health and potentially improving children’s social-emotional outcomes.  相似文献   

The datafication of discipline: ClassDojo,surveillance and a performative classroom culture     

Jamie Manolev  Anna Sullivan  Roger Slee 《Learning, Media and Technology》2019,44(1):36-51

ABSTRACT

This paper critically examines the ways in which ClassDojo is altering the disciplinary landscape in schools through the datafication of discipline and student behaviour. ClassDojo is one of the most popular and successful educational technologies and is used internationally. It is a school-based social media platform that incorporates a gamified behaviour-shaping function, providing school communities with a centralised digital network in which to interact. We argue that ClassDojo’s datafying system of school discipline intensifies and normalises the surveillance of students. Furthermore, it creates a culture of performativity and serves as a mechanism for behaviour control.  相似文献   

Relational Aggression and Friendship During Early Childhood: I Won't Be Your Friend!     

Jean E. Burr  Jamie M. Ostrov  Elizabeth A. Jansen  Crystal Cullerton-Sen  Nicki R. Crick 《Early education and development》2005,16(2):161-184

Associations between relational aggression and mutual, dyadic friendships during early childhood were assessed in the context of a year-long, short-term longitudinal study. Children's mutual friendships were determined via sociometric ratings and their relationally aggressive behavior among peers was assessed via naturalistic, free play observations. Generally, children who were more relationally aggressive had more mutual friends, although this relation differed by gender and time of assessment. Future work should include measures of friendship quality and investigate the role of relational aggression within friendship dyads.  相似文献   

A comprehensive reanalysis of the metacognitive self-regulation scale from the MSLQ     

Jamie L. Tock  Jerad H. Moxley 《Metacognition and Learning》2017,12(1):79-111

The metacognitive self-regulation (MSR) scale is among the most widely used measures of metacognition in educational research. However, the psychometric properties and validity of the scale have not been well established. A series of analyses on a college sample were performed to address this issue. In Study 1, a split-sample exploratory (EFA) and confirmatory factor analysis (CFA) was performed to test the one-factor specification of the MSR scale. Time and study environment (TSE), total study time, and cumulative grade performance average (cGPA) were introduced as outcome variables in a structural equation model (SEM) to examine the factors suggested by the EFA. The results of Study 1 indicated poor one-factor model fit and suggested two and three-factor models provided improved fits of the sample data. Results from the SEM indicated the novel factors from the two and three-factor models had different relationships with the outcome variables than the originally specified one-factor model. In Study 2, a modified one-factor model was introduced that consisted of nine items and was named metacognitive self-regulation revised (MSR-R). Five additional samples were included to replicate the model fit for the revised model specification. Finally, a path analysis was performed to examine the relationship of the MSR-R to variables from Study 1. The results of Study 2 revealed improved psychometric properties and reliability for the MSR-R. An indirect relationship emerged between MSR-R and cGPA through TSE. In conclusion, convincing evidence for replacing the MSR was found and implications of the revised scale for future studies was discussed.  相似文献   

Effects of MyTeachingPartner–Math/Science on Teacher–Child Interactions in Prekindergarten Classrooms     

Jessica Vick Whittaker  Mable B. Kinzie  Amanda Williford  Jamie DeCoster 《Early education and development》2016,27(1):110-127

Research Findings: This study examined the impact of MyTeachingPartner–Math/Science, a system of math and science curricula and professional development, on the quality of teachers’ interactions with children in their classrooms. Schools were randomly assigned to 1 of 2 intervention conditions (Basic: curricula providing within-activity, embedded teacher supports; Plus: curricula plus implementation support via online resources and in-person workshops) or to a Business-as-Usual (BaU) control condition. Results showed that teachers in the Basic and Plus conditions showed higher levels of Instructional Support and Facilitation of Mathematical and Scientific Thinking. Teachers in the Basic condition also showed higher levels of Emotional Support compared with teachers in the BaU condition. We did not find any significant differences between teachers’ interactions in the Basic and Plus conditions. Practice or Policy: Children are entering kindergarten unprepared in the areas of mathematics and science, largely as a result of inadequate exposure to early experiences and high-quality interactions in these domains. The results of this study suggest that providing teachers with math and science curricula that include embedded teacher supports can have an impact on the quality of their math and science instruction.  相似文献