Factors associated with physical activity referral uptake and participation     

James DV  Johnston LH  Crone D  Sidford AH  Gidlow C  Morris C  Foster C 《Journal of sports sciences》2008,26(2):217-224

The aim of this study was to examine participant and scheme characteristics in relation to access, uptake, and participation in a physical activity referral scheme (PARS) using a prospective population-based longitudinal design. Participants (n = 3762) were recruited over a 3-year period. Logistic regression analyses identified the factors associated with the outcomes of referral uptake, participation, and completion (> or = 80% attendance). Participant's age, sex, referral reason, referring health professional, and type of leisure provider were the independent variables. Based on binary logistic regression analysis (n = 2631), only primary referral reason was associated with the PARS coordinator making contact with the participants. In addition to the influence of referral reason, females were also more likely (odds ratio 1.250, 95% confidence interval 1.003-1.559, P = 0.047) to agree to be assigned to a leisure provider. Referral reason and referring health professional were associated with taking up a referral opportunity. Older participants (1.016, 1.010-1.023, P < 0.001) and males were more likely to complete the referral. In conclusion, the PARS format may be less appropriate for those more constrained by time (women, young adults) and those with certain referral reasons (overweight/obesity, mental health conditions). More appropriate targeting at the point of referral could improve participation rates by revealing or addressing barriers that might later result in dropout.  相似文献   

The art trade     

Bernard Casey  Philip Taylor  Jeremy Eckstein  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(25):1-17

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A Generative Methodology for Classroom Research     

Adrienne Alton-Lee  Graham Nuthall 《Educational Philosophy and Theory》1992,24(2):29-55

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US principals’ attitudes about and experiences with single-sex schooling     

Richard A. Fabes  Erin Pahlke  Adrienne Z. Borders  Kathrine Galligan 《Educational studies》2015,41(3):293-311

Despite a lack of scientific evidence supporting the use of single-sex education, the number of US public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed US public school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 principals from co-educational schools participated. The results indicated that principals who had experience with single-sex schooling tended to have more positive attitudes about single-sex schooling, viewed it as more effective, and more often evoked gender-essentialist rationales for the use of single-sex schooling than did co-educational principals. However, both single-sex and co-educational principals noted issues with single-sex schooling. It was concluded that single-sex schooling is not a silver bullet to educational reform and that when single-sex schooling is implemented, one set of issues and problems is substituted for another.  相似文献   

Early childhood educators’ conceptions of infants’ capabilities: the nexus between beliefs and practice     

Andi Salamon  Linda Harrison 《Early Years: An International Journal of Research and Development》2015,35(3):273-288

The conceptions early childhood educators (ECEs) hold about infants can guide their pedagogical practices in ways that can enable and constrain infants’ experiences. Literature regarding infants’ development and the role of adults in infant learning theoretically positions infants as both being capable of independent learning, and needing adult intervention and involvement. However, there is a paucity of research about ECEs’ understandings of infants’ capabilities, and how these conceptions influence their practices with babies. Using the theory of practice architectures as a methodological and analytical framework, this study collaboratively examines the ways educators’ conceptions are influenced by cultural-discursive arrangements of the site, and identifies the ensuing practices. The findings show that educators held conceptions of infants as more capable of independently directing their own physical and cognitive learning, and as more dependent on educators for emotional and social learning. Considering infants as both more and less capable is discussed, and implications of how the practices might enable and constrain infants’ learning are explored.  相似文献   

Use and value of information sources by parents of child psychiatric patients     

Turner A  Kabashi A  Guthrie H  Burket R  Turner P 《Health information and libraries journal》2011,28(2):101-109

Objective: With Web 2.0, the variety of information sources for parents of paediatric psychiatric patients has increased dramatically. Information use theory suggests newer sources supplement rather than supplant traditional sources of health information. This study sought to determine the use and value of traditional and emerging sources of information and whether the subjects had access to highly valued sources of information. Methods: One hundred parents indicated the use and value of six sources of information on the child’s symptoms, diagnoses and treatment. The data were analyzed to determine if significant relationships existed between type of source and the use and value of the information sources. Results: Ninety‐four percent of the subjects had access to the Internet and almost half of those reported using the Social Web. Eighty‐five percent had at least one high‐value information source. The psychiatrist in the clinic, the Internet and the primary care physician were the most highly used and valued sources. Conclusion: Use of digital information sources was greater than found in other studies of similar populations. This use appears to complement rather than supplant more traditional sources. Further studies are needed to see if the negative impact of lack of Internet access is replicated.  相似文献   

The built heritage     

Rachel Dunlop  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(26):71-89

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Museum and gallery statistics: The DOMUS database     

Sara Selwood  Adrienne Muir  Dominic Moody 《Cultural Trends》1995,7(28):29-48

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Math and Science Scholars (MASS) Program: A Model Program for the Recruitment and Retention of Preservice Mathematics and Science Teachers     

Timothy P. Scott  Jennifer L. Milam  Carol L. Stuessy  Kit Price Blount  Adrienne Bentz 《Journal of Science Teacher Education》2006,17(4):389-411

The shortage of certified teachers in mathematics and science in Texas classrooms is a major concern and mirrors national tends. Dramatic increases in shortages of teachers have stimulated the design of new certification programs that recruit and place teachers in classrooms as quickly as possible (Texas Center for Educational Research, 1999). While maintaining several of the characteristics of traditional certification programs, the Math and Science Scholars (MASS) Program streamlines the certification process, supports preservice students through tuition remission and scholarships, and provides quality mentoring and early fiend experiences in K–12 classrooms with well-qualified teachers. The strategies in this model program are dramatically increasing the numbers of undergraduate majors in mathematics and science considering high school teaching as a career.  相似文献   

Risk and Protective Factors for Frequent Electronic Device Use of Online Technologies     

Paul L. Morgan  Yangyang Wang  Adrienne D. Woods 《Child development》2021,92(2):704-714

A sample of 10,460 U.S. elementary schoolchildren was analyzed to identify early predictors of frequent use of online technologies (i.e., messaging, online gaming, and social networking). Children (M_age = 67.44 months) at greater risk displayed more externalizing problem behaviors in kindergarten (messaging OR = 1.11; online gaming OR = 1.21; social networking OR = 1.12) or were Black (messaging OR = 1.65; online gaming OR = 1.64; social networking OR = 1.68). Children from higher-income families were at lower risk (online gaming OR = 0.89; social networking OR = 0.89). Boys were more frequent users of online gaming (OR = 3.35) but less frequent users of messaging (OR = 0.62) and social networking (OR = 0.80). Protective factors included specific parenting behaviors.  相似文献