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Does An Early Intervention Influence Behavioral Development Until Age 9 in Children Born Prematurely? 
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下载免费PDF全文 Inger Pauline Landsem Bjørn Helge Handegård Stein Erik Ulvund Jorunn Tunby Per Ivar Kaaresen John A. Rønning 《Child development》2015,86(4):1063-1079
This study examined whether the Mother–Infant Transaction Program prevents behavioral problems among preterm children (birth weight < 2000 g) until age 9. The program was administered to 72 preterms, while 74 preterms and 75 full‐terms formed control groups (N = 221). Behavior was reported by parents (Child Behavior Checklist) and teachers (Teachers Report Form) and by all on selected Strengths and Difficulties Questionnaire (SDQ) questions. Long‐term behavioral development appeared to be qualitatively unaffected by the intervention. At ages 7 and 9, fewer attention problems and better adaptation to school were reported from parents and teachers of the intervention group compared to preterm controls. At age 9, teachers reported fewer difficulties in the intervention group and better academic performance. In these areas they were reported as being at the statistically same level as term controls. 相似文献
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This paper deals with Swedish full text retrieval and the problem of morphological variation of query terms in the document database. The effects of combination of indexing strategies with query terms on retrieval effectiveness were studied. Three of five tested combinations involved indexing strategies that used conflation, in the form of normalization. Further, two of these three combinations used indexing strategies that employed compound splitting. Normalization and compound splitting were performed by SWETWOL, a morphological analyzer for the Swedish language. A fourth combination attempted to group related terms by right hand truncation of query terms. The four combinations were compared to each other and to a baseline combination, where no attempt was made to counteract the problem of morphological variation of query terms in the document database. The five combinations were evaluated under six different user scenarios, where each scenario simulated a certain user type. The four alternative combinations outperformed the baseline, for each user scenario. The truncation combination had the best performance under each user scenario. The main conclusion of the paper is that normalization and right hand truncation (performed by a search expert) enhanced retrieval effectiveness in comparison to the baseline. The performance of the three combinations of indexing strategies with query terms based on normalization was not far below the performance of the truncation combination. 相似文献
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This article examines how emergent bilingual students used gestures in science class, and the consequences of students’ gestures when their language repertoire limited their possibilities to express themselves. The study derived from observations in two science classes in Sweden. In the first class, 3rd grade students (9–10 years old) were involved in a unit concerning electricity. The second class consisted of 7th‐grade students (13–14 years old) working with acids and bases. Data were analyzed by using practical epistemological analysis (PEA). When students’ language proficiency limited their possibility to express themselves, using gestures resulted in the continuation of the science activities. Furthermore, both peers and teachers drew on the used gestures to talk about the science content. In some situations, the meaning of the gestures needed to be negotiated. Regardless, the gestures were always related to language. Both students and teachers participated in this process, but the teachers directed the communication toward the goal of the lessons: learning how to talk science. The study contributes to the field by showing the importance of paying attention to and valuing bilingual students’ use of gestures as a way to express scientific knowledge. In addition, it demonstrates how teachers might draw on students’ gestures to teach science and discusses the importance of creating multimodal learning environments. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 121–144, 2018 相似文献
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Anderson Souza Oliveira Rogério Bulhões Corvino Fabrizio Caputo Per Aagaard 《European Journal of Sport Science》2016,16(2):199-205
This study examined whether short-term maximal resistance training employing fast-velocity eccentric knee extensor actions would induce improvements in maximal isometric torque and rate of force development (RFD) at early (<100 ms) and late phases (>100 ms) of rising torque. Twenty healthy men were assigned to two experimental groups: eccentric resistance training (TG) or control (CG). Participants on the TG trained three days a week for a total of eight weeks. Training consisted of maximal unilateral eccentric knee extensors actions performed at 180°s-1. Maximal isometric knee extensor torque (MVC) and incremental RFD in successive 50 ms time-windows from the onset contraction were analysed in absolute terms (RFDINC) or when normalised relative to MVC (RFDREL). After eight weeks, TG demonstrated increases in MVC (28%), RFDINC (0–50 ms: 30%; 50–100 ms: 31%) and RFDREL (0–50 ms: 29%; 50–100 ms: 32%). Moreover, no changes in the late phase of incremental RFD were observed in TG. No changes were found in the CG. In summary, we have demonstrated, in active individuals, that a short period of resistance training performed with eccentric fast-velocity isokinetic muscle contractions is able to enhance RFDINC and RFDREL obtained at the early phase of rising joint torque. 相似文献
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Contemporary work-life changes rapidly, and vocational education and training (VET) teachers need to keep up-to-date with changing knowledge demands and technological developments. This article concerns VET teachers’ continuing professional development (CPD) related to the specific vocations for which they teach. The aim is to analyse VET teachers’ participation in various types of activities designed to make them become more knowledgeable in relation to industry currency. The study draws on a socio-cultural perspective on practice and learning. Theory concerning adults’ participation in education is also used in analysing drivers of and barriers to participation in learning activities. The analyses are based on survey data from 886 Swedish VET teachers relating to their participation in different activities, barriers/drivers concerning participation in these activities, perceived effects (outcomes) of participation in terms of professional development, and teachers’ background. Reading professional texts was the most common CPD activity among those VET teachers participating in the study. Reading, and work in the VET teacher’s former/initial occupation were the two activities where variation in performing them could be explained to the highest degree. The study particularly highlights the importance of boundary crossing between school and work-life for maintaining and developing the industrial currency of VET teachers’ competence. Active membership and engagement in the community of practice of the initial occupation is important for participation in CPD activities closely related to this community. 相似文献
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Per O. Aamodt 《Higher Education》1995,30(1):63-80
The quantitative expansion in higher education in most countries has not been linear. After a very strong expansion in the 1960s there was a stage of stagnation. In the early 1990s, however, there are signs of a new development towards universal higher education. This is a very distinct feature at present in Norway. Since 1988 the student population has increased by more than 50%.This article argues that the present pressure on higher education in Norway cannot be understood without taking into consideration both the long-term trends and acute accumulation of pressure at the moment. A demographic model of analyzing changes in the student population and the factors explaining both individual demands and political decisions are discussed. The needs of the labour market for a higher educational level of the workforce and the increasing level of education among the parents may explain the long-term trends in enrolment. A deteriorating labour market forces youth to go straight into higher education. The average age of the new entrants is therefore decreasing, resulting in even more pressure. The increased competition to be admitted results in repeated application to higher education, so that the number of applicants is more than one and a half times the relevant age group.The article also raises the question whether the Norwegian situation at present is unique or related to a more general trend.The article is a revised version of a paper presented at the SRHE conference in Brighton, December 1993. 相似文献
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The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant and one as external participant. In total, 202 students, 22 teachers, 2 teacher researchers, and 1 researcher participated. The qualitative analysis is framed by Wenger’s three boundary dimensions: engagement, imagination, and alignment. The results show that teachers’ actions in the second practice, no matter if they were internal or external participants, are characterized by a higher degree of security and knowledge and the lessons implemented are more effective regarding the students’ learning outcomes than in the first. The results show that knowledge develops in an interaction order regardless of the internal or external community order. The result from the first team informs the starting point for the second team, and knowledge boundaries are transferred by the teacher researcher from one CoRP to the other. 相似文献
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Per Sund 《International Journal of Science Education》2016,38(14):2220-2238
Science teachers regard practical work as important and many claim that it helps students to learn science. Besides theoretical knowledge, such as concepts and formulas, practical work is considered to be an integral and basic part of science education. As practical work is perceived and understood in different ways, comparing the results between classes and schools is difficult. One way of making the results comparable is to develop systematic inquiries to be assessed in national large-scale tests. However, introducing similar testing conditions in a laboratory environment is not always possible. Although the instructions and assessment guides for such tests are detailed, many obstacles need to be overcome if equality in the overall test situation is to be achieved. This empirical case study investigates two secondary school science teachers’ assessments of 15–16 years old students in three separate groups in the practical part of a Swedish national test in chemistry. Data are gathered using two video cameras and three pairs of spy camera glasses. The results show that individual and independent assessments are difficult due to the social interactions that take place and the physical sources of errors that occur in this type of setting. 相似文献