U.S. Export and import data for books     

Jamie?FermanEmail author 《Publishing Research Quarterly》2004,19(4):20-22

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Parents' Socialization of Children's Injury Prevention: Description and Some Initial Parameters   总被引：2，自引：0，他引：2  

Lizette Peterson  Jamie Bartelstone  Thomas Kern  Ralph Gillies 《Child development》1995,66(1):224-235

In a year-long participant observation study of remediative action following actual injury, 61 8- and 9-year-old children and their 27-46-year-old mothers wrote records and reported on more than 1,000 minor injuries in branching biweekly interviews. Mothers reported that 80.1% of injuries received no parent-initiated remediation, 14% received only a lecture, and less than 3% of injuries were followed by parental action. Children reported that 96.1% of their injuries were followed by no remediative action and recalled lectures after only 1.2% of injuries. Remediative action was related to type of child activity (e.g., unstructured play was followed by remediation more often than more purposive behavior) and to mother's affect (e.g., anger) and beliefs (e.g., that injury was the child's fault or due to rule violation). The parameters that influenced remediative consequences, and thus that may influence future injury, are discussed.  相似文献   

McLaughlin on Parental Rights   总被引：1，自引：0，他引：1  

Eamonn Callan 《Journal of Philosophy of Education》1985,19(1):111-118

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The association between and development of school enjoyment and general knowledge     

Jamie J. Jirout  Erik Ruzek  Virginia E. Vitiello  Jessica Whittaker  Robert C. Pianta 《Child development》2023,94(2):e119-e127

Learning environments can support the development of foundational knowledge and promote children's attitudes toward learning and school. This study explores the relation between school enjoyment and general knowledge from preschool (2016–2017) to kindergarten (2017–2018) in 1359 children (M_age = 55, 61 months, female = 50%; 58.5% Hispanic, 17% Black, 10% Asian, 10% White, 5% multiracial/other; linguistically diverse). Cross-lagged panel models showed significant bidirectional associations between preschool enjoyment and change in general knowledge from preschool to kindergarten with a standardized coefficient of β = .21 (p < .001) and associations between preschool general knowledge and change in enjoyment, β = .09 (p = .015). Exploratory analyses with teacher characteristics and demographic subgroup comparisons are discussed. These associations suggest the potential intervention strategy of promoting early school enjoyment to support broader academic development.  相似文献   

Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom     

Jensen  Jamie  Smith  Clara M.  Bowers  Robert  Kaloi  Mahealani  Ogden  T. Heath  Parry  Kirkham A.  Payne  Joshua S.  Fife  Porter  Holt  Emily 《Journal of Science Education and Technology》2022,31(6):718-729

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.

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Mazes and Maps: Can Young Children Find Their Way?     

Jamie J. Jirout  Nora S. Newcombe 《Mind, Brain, and Education》2014,8(2):89-96

Games provide important informal learning activities for young children, and spatial game play (e.g., puzzles and blocks) has been found to relate to the development of spatial skills. This study investigates 4‐ and 5‐year‐old children's use of scaled and unscaled maps when solving mazes, asking whether an important aspect of spatial learning—the ability to use scaled representations—is related to children's play with scaled maps. Results show that almost all children used the maps to solve the mazes at least occasionally, and use them consistently across maze difficulty and different types of maps. Map use and more accurate spatial scaling were associated with better maze performance. We suggest that maze activities including scaled maps might provide an opportunity for developing children's spatial scaling through play, and discuss future research directions.  相似文献   

Neuromuscular,biochemical and perceptual post-match fatigue in professional rugby league forwards and backs     

Craig Twist  Mark Waldron  Jamie Highton  Dean Burt  Matthew Daniels 《Journal of sports sciences》2013,31(4):359-367

Abstract

In this study, we investigated changes in creatine kinase, perceptual and neuromuscular fatigue of professional rugby league players after match-play. Twenty-three male rugby league players (10 backs, 13 forwards) had their creatine kinase, perceptual ratings of fatigue, attitude to training, muscle soreness, and flight time in a countermovement jump measured before and 1 and 2 days after (day 1 and day 2 respectively) league matches. Total playing time, offensive and defensive contacts were also recorded for each player. Creatine kinase was higher both 1 and 2 days after than before matches (P < 0.05) in forwards and backs. Similarly, perceived fatigue and muscle soreness were higher than pre-match on both days 1 and 2 (P < 0.05), but did not differ between groups (P > 0.05). Jump performance was lower on day 1 but not day 2 for both groups (P < 0.05). While total playing time was longer in backs (P < 0.05), relative frequencies for all contacts were greater in forwards (P < 0.05). Contacts for forwards were correlated with all markers of fatigue (P < 0.05), but only flight time was correlated with offensive contacts in backs (P < 0.05). Despite the mechanisms of fatigue being different between forwards and backs, our results highlight the multidimensional nature of fatigue after a rugby league match and that these markers do not differ between positions.  相似文献   

Stochastic ordering of simulated rugby match activity produces reliable movements and associated measures of subjective task load,cognitive and neuromuscular function     

Thomas Mullen  Jamie Highton 《Journal of sports sciences》2013,31(21):2506-2512

ABSTRACT

The study assesses the test–retest reliability of movement and physiological measures during a simulated rugby match that employed activities performed in a stochastic order. Twenty male rugby players (21.4 ± 2.1 y) completed two trials of a 2 × 23 min rugby movement simulation protocol during which the order of events was performed in a stochastic order, with 7–10 days between trials. Movement characteristics, heart rate (HR), RPE, maximum voluntary contraction (MVC), voluntary activation (VA%) of the quadriceps, Stroop test and subjective task load rating (NASA-TLX) were measured. The most reliable measures of external load was relative distance (typical error [TE] and CV% = 1.5–1.6 m min^?1 and 1.4–1.5%, respectively), with all other movement characteristics possessing a CV% <5%. The most reliable measure of internal load, neuromuscular function and perceptual measures were for %HRmax (TE and CV% = 1.4–1.7% and 1.4–2.1%, respectively), MVC before (TE and CV% = 10.8–14.8 N·m and 3.8–4.6%, respectively), and average RPE (TE and CV% = 0.5–0.8 AU and 3.6–5.5%, respectively). The Stroop test, NASA-TLX and blood lactate produced the least reliable measures (CV% >5%). Future studies can confidently examine changes in several perceptual, neuromuscular, physiological and movement measures related to rugby activity using stochastic movements.  相似文献   

MOOCocracy: the learning culture of massive open online courses     

Jamie Loizzo  Peggy A. Ertmer 《Educational technology research and development : ETR & D》2016,64(6):1013-1032

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Using real data for statistics education in an open‐source learning environment     

Anna H. Jonsdottir  Jamie Lentin  Violeta Calian  Eggert K. Hafsteinsson  Gunnar Stefansson 《Teaching Statistics》2021,43(1):5-12

The tutor‐web is an open‐source learning environment designed to be used for teaching mathematics and statistics. The system offers thousands of exercises at high school and university level, and has been used for a decade to teach introductory statistics courses with good results. A new component has recently been added to the tutor‐web so that students can enter their own data or get real data from several data sources for practicing and learning new concepts.  相似文献