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51.
Jacqueline Darvin 《Literacy》2009,43(1):50-59
This article focuses on a bookmaking project that was conducted with pre‐adolescent Serbian and Bosnian girls at a summer camp outside Sarajevo, Bosnia in 2005. During this camp, children from Bosnia, Serbia and Croatia were brought together by the Global Children's Organisation to engage in a variety of activities, including conflict resolution, art, athletics and academics. The literacy workshops that were offered gave the children the opportunity to write, illustrate and construct their own books about topics such as peace, friendship and the preservation of nature in Bosnia. The workshops were conducted in English and Serbo‐Croatian, using a variety of pedagogical strategies. Upon completion of their books, the girls hosted a ‘story hour’ for the younger children at the camp and their stories were read aloud and discussed. This article explores the story telling of children in post‐war Bosnia (through writing samples) and discusses the powerful social component of literacy events and their ability to unite and heal disparate groups. Additionally, this article explores writing as a means of imagining a more hopeful future and how as writers, children are shapers of their own cultures and of their individual and collaborative identities within those cultures. 相似文献
52.
Christopher H. Skinner Jacqueline L. Williams Jennifer Ann Morrow Andre D. Hale Christine E. Neddenriep Renee O. Hawkins 《Psychology in the schools》2009,46(10):1036-1047
This article describes a secondary analysis of a brief reading comprehension rate measure, percent comprehension questions correct per minute spent reading (%C/M). This measure includes reading speed (seconds to read) in the denominator and percentage of comprehension questions answered correctly in the numerator. Participants were 22 4th‐, 29 5th‐, and 37 10th‐grade students. Results showed that reading speed accounted for much of the variance in Broad Reading Cluster scores and subtest scores of the Woodcock–Johnson III Tests of Achievement across all grade levels. Converting reading speed to the rate measure %C/M increased Broad Reading Cluster variance accounted for in the 4th‐ and 5th‐grade sample, but decreased the Broad Reading Cluster variance accounted for in the 10th‐grade sample. Discussion focuses on the importance of reading speed and the failure to enhance validity of a brief rate measure in more skilled readers by incorporating a direct measure of comprehension. © 2009 Wiley Periodicals, Inc. 相似文献
53.
Jacqueline Bell Jim Donnelly Matt Homer Godfrey Pell 《British Educational Research Journal》2009,35(1):119-135
This article compares the examination performance of students following General Certificate of Secondary Education Applied Science and Double Award science on a value‐added basis. It uses data from the National Pupil Database, which are analysed by a variety of methods, including multilevel modelling. It argues that the claims made within Office for Standards in Education reports on the impact of the new Applied Science course are inaccurate, and in some cases positively wrong. The authors' analysis, based on the second (2003–05) cohort of students following the course, shows that students of lower attainment at Key Stage 3 appear to perform better than would have been predicted from their Key Stage 3 attainment, but that higher attaining pupils perform less well. Schools offering Applied Science show greater diversity in the value‐added effects they produce than they do with Double Award science. The article argues that analyses of this kind are of value in seeking to understand the impact of curriculum reform, but that they are dangerous as a generalized guide for policy. They must be complemented by work in schools in which the sources of the effects observed and of school diversity are examined. 相似文献
54.
Rebecca Clothey Michelle Mills Jacqueline Baumgarten 《Cultural Studies of Science Education》2010,5(2):305-313
This paper provides a historical overview of globalisation in order to illustrate how globalisation both shapes and is shaped
by external forces. The authors use this perspective to generate a dialogue about the science education project The Case of Sustainability by the Bay, and raise some questions to further the discussion on the impact of globalisation on science education. The paper also discusses
the importance of recognizing the historic developments around globalisation in order to understand how changes in the global
economy have shaped and continue to shape education through policy regarding funding, curriculum development and implementation,
as well as trends in teacher preparation and education. The paper concludes by offering implications for policy makers, researchers,
and teacher educators as it relates to science education generally, and globalisation particularly. 相似文献
55.
Including secular philosophies such as humanism in locally agreed syllabuses for religious education 总被引:1,自引:0,他引:1
Jacqueline Watson 《British Journal of Religious Education》2010,32(1):5-18
The 2004 National Framework for Religious Education (NFRE) innovatively recommended that secular philosophies such as humanism, or secular worldviews, be included in locally agreed syllabuses for religious education (RE) in England. However, the NFRE is a non‐statutory document, and Agreed Syllabus Conferences (ASCs) and Standing Advisory Councils for Religious Education (SACREs), the bodies responsible for RE in each local authority (LA) in England, are not obliged to respond to its recommendations. This article reports the responses of 80 LAs to the recommendation to include secular worldviews, and examines the range of mechanisms for including secular worldviews across 27 agreed syllabuses. The author discusses key issues to consider when revising agreed syllabuses to include secular worldviews and concludes that, while there is not yet a best model for inclusion of secular worldviews, many locally agreed syllabuses are valuable in pointing ways forward. 相似文献
56.
Questions about identity and future success often occupy the thinking of individuals during life transitions. Possible-selves theory describes how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals. Expected and feared possible selves of beginning teachers (n = 221) were analyzed revealing four main categories (i.e., interpersonal relationships, classroom management, instruction, and professionalism). Differences between student and beginning inservice teachers suggest a transitional trajectory that could have implications for understanding the “how” of teacher identity development. Possible-selves theory may help bring a degree of unity across divergent frameworks and help link identity to broader issues of teacher development. 相似文献
57.
Research demonstrates that children can make more significant gains through explicit instruction of vocabulary than implicit instruction (Blachowicz and Fisher in Teaching vocabulary in all classrooms, Allyn & Bacon, Boston, MA, 2010; Dalton and Grisham in Read Teach 64(5):306–317, 2011). Effective explicit instruction often includes high quality conversations with teachers and peers (Towson et al. in J Early Interv 38(4):230–246, 2016; Wasik in Read Teach 63(8):621–633, 2010). Data for this study were collected from a larger study designed to explore students’ use of vocabulary words following explicit instruction with the words during an interactive read-aloud. A deeper microanalysis of student discussion, scaffolded by adults, was conducted. The transcribed student discussions, recorded during peer talk, were analyzed using NVivo 10 (QSR International in NVivo (version 10). NVivo qualitative data analysis software, QSR International, Doncaster, VIC, 2012) software. These case studies describe the vocabulary development of two children with diagnosed speech and language disorders and one child without a speech and language impairment. 相似文献
58.
Abstract The aim of this study was to examine the relationship between shoulder alignment and elbow angle during the delivery action of fast-medium bowlers. The elbow and upper trunk alignment were recorded for 13 high-performance bowlers (mean age 20 years) using a 12-camera Vicon motion analysis system operating at 250 Hz. The three highest velocity trials for “good” and “short” length deliveries were analysed. Results showed that bowlers with a more front-on shoulder alignment at back-foot impact and when the upper arm was horizontal to the ground experienced a significantly greater elbow flexion – extension range when compared with those who had a more side-on orientation at the same point in the delivery action. Bowlers with greater shoulder counter-rotation also recorded higher elbow flexion and subsequently extension during the period from upper arm horizontal to ball release. Shoulder alignment and elbow angles were similar for “short” and “good” length deliveries. It was concluded that bowlers with a more front-on shoulder orientation at back-foot impact demonstrated a higher elbow extension from upper arm horizontal to ball release and are therefore more likely to infringe International Cricket Council elbow tolerance levels, compared with those who adopt a more side-on shoulder orientation at back-foot impact. 相似文献
59.
Katie J. Thralls Suneeta Godbole Todd M. Manini Eileen Johnson Loki Natarajan Jacqueline Kerr 《Journal of sports sciences》2013,31(20):2309-2317
ABSTRACTThis study compared five different methods for analyzing accelerometer-measured physical activity (PA) in older adults and assessed the relationship between changes in PA and changes in physical function and depressive symptoms for each method. Older adult females (N = 144, Mage = 83.3 ± 6.4yrs) wore hip accelerometers for six days and completed measures of physical function and depressive symptoms at baseline and six months. Accelerometry data were processed by five methods to estimate PA: 1041 vertical axis cut-point, 15-second vector magnitude (VM) cut-point, 1-second VM algorithm (Activity Index (AI)), machine learned walking algorithm, and individualized cut-point derived from a 400-meter walk. Generalized estimating equations compared PA minutes across methods and showed significant differences between some methods but not others; methods estimated 6-month changes in PA ranging from 4 minutes to over 20 minutes. Linear mixed models for each method tested associations between changes in PA and health. All methods, except the individualized cut-point, had a significant relationship between change in PA and improved physical function and depressive symptoms. This study is among the first to compare accelerometry processing methods and their relationship to health. It is important to recognize the differences in PA estimates and relationship to health outcomes based on data processing method.Abbreviation: Machine Learning (ML); Short Physical Performance Battery (SPPB); Center of Epidemiologic Studies Depression Scale (CES-D); Physical Activity (PA); Activity Index (AI); Activities of Daily Living (ADL) 相似文献
60.
Abstract The purpose of this study was to observe the effects of a progressive aerobic training program on hemoglobin concentration (Hb), hematocrit (Hct), red blood cell (RBC) count, mean RBC size (MCV), and mean corpuscular hemoglobin (MCH) of college women (N = 19). Training consisted of jogging (3 × week) one mile per session (Week 1) with a progressive increase in duration to five miles per session (Week 9). Training intensity elicited heart rates between 165–185 beats per minute. Blood samples were taken before training and after approximately two, five, seven, and nine weeks. Maximal oxygen uptake (ml/kg · min?1) increased significantly during training from 41.2 ± 0.7 ( ± SE) to 44.7 ± 0.7. Initial values of Hb, Hct, RBC count, MCV, and MCH were 14.7 ± 0.13 g/dl, 40.4 ± 0.46%, 4.5 ± 0.5 × 106/mm3, 89.0 ± 1.1/μ3, and 32.4 ± 0.4 μμg respectively. Orthogonal polynominal regression indicated significant decreasing quadratic trends for Hb, Hct, and RBC count, a significant cubic trend for MCV, and no change in MCH during training. Despite the initial trends, values that changed did return to near pretraining levels by the end of the nine-week program. Values for all blood parameters remained within normal ranges throughout the study. These data suggest that although aerobic training of increasing intensity in young women may be accompanied initially by decreases in Hb, Hct, and RBC count and an increase in MCV, these changes are only transitory. If such changes result from RBC destruction rather than hemodilution, the return to hematopoietic balance could impose a draw on body iron stores. 相似文献