Changes in curiosity behavior from childhood to adolescence     

Rita W. Peterson 《科学教学研究杂志》1979,16(3):185-192

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Comparison of 1 and 2 days per week of strength training in children   总被引：1，自引：0，他引：1  

Faigenbaum AD  Milliken LA  Loud RL  Burak BT  Doherty CL  Westcott WL 《Research quarterly for exercise and sport》2002,73(4):416-424

The purpose of this study was to compare the effects of 1 and 2 days per week of strength training on upper body strength, lower body strength, and motor performance ability in children. Twenty-one girls and 34 boys between the ages of 7.1 and 12.3 years volunteered to participate in this study. Participants strength trained either once per week (n = 22) or twice per week (n = 20) for 8 weeks at a community-based youth fitness center. Each training session consisted of a single set of 10-15 repetitions on 12 exercises using child-size weight machines. Thirteen children who did not strength train served as age-matched controls. One repetition maximum (1RM) strength on the chest press and leg press, handgrip strength, long jump, vertical jump, and flexibility were assessed at baseline and posttraining. Only participants who strength trained twice per week made significantly greater gains in 1RM chest press strength, compared to the control group (11.5 and 4.4% respectively, p < .05). Participants who trained once and twice per week made gains in 1RM leg press strength (14.2 and 24.7%, respectively) that were significantly greater than control group gains (2.4%). On average, participants who strength trained once per week achieved 67% of the 1RM strength gains. No significant differences between groups were observed on other outcome measures. These findings support the concept that muscular strength can be improved during the childhood years and favor a training frequency of twice per week for children participating in an introductory strength training program.  相似文献   

Rapid prototyping methodology in action: A developmental study   总被引：1，自引：0，他引：1  

Toni Stokes Jones  Rita C. Richey 《Educational technology research and development : ETR & D》2000,48(2):63-80

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Reflections on the state of educational technology research and development: A response to Kozma   总被引：1，自引：0，他引：1  

Rita C. Richey 《Educational technology research and development : ETR & D》2000,48(1):16-18

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Evaluating the Portuguese National Reading Plan: teachers’ perceptions on the impact in schools     

António Firmino da Costa  Elsa Pegado  Patrícia Ávila  Ana Rita Coelho 《Educational Research for Policy and Practice》2015,14(2):119-138

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Reviews     

John Silber  Rita Kramer 《Academic Questions》1993,6(3):80-88

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The children of Hagar and Sarah     

Rita M. Kissen 《Children‘s Literature in Education》1991,22(2):111-119

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Real and perceived employability: a comparison among Italian graduates     

Luca Caricati  Rita Chiesa  Dina Guglielmi  Marco Giovanni Mariani 《Journal of Higher Education Policy & Management》2016,38(4):490-502

The research undertaken for this article aims to analyse the correspondence between perceived employability and the actual national employment rate among Italian students and graduates undertaking different courses in a large Italian university. Data were collected through a cross-sectional survey of 2087 students in 19 faculties, and compared with the national indicators of employment rate for each faculty. Using faculty as unit of analysis, the results indicated a significant correlation between participants’ perceived employability and national employment rate. This trend was similar for both genders. However, the results showed a difference between bachelor’s and master’s degrees: the correlation between perceived and actual employability was not significant among bachelor’s participants while it remained significant among master’s participants. The results suggest that graduates are only partially aware of their possibility to enter the labour market and this, in turn, highlights that universities have only partially met the goal to increase awareness about the chances of finding a job among students and graduates.  相似文献   

Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation   总被引：1，自引：0，他引：1  

Ellen Murphy  Ian M. Grey  Rita Honan 《British Journal of Special Education》2005,32(3):157-164

As part of a larger study regarding the inclusion of children with disabilities in mainstream classroom settings, Ellen Murphy, of the D Clin Psych programme at NUI Galway, with Ian Grey and Rita Honan, from Trinity College, Dublin, reviewed existing literature on co-operative learning in the classroom. In this article, they identify four models of co-operative learning and specify the various components characteristic of each model. They review recent studies on co-operative learning with the aim of determining effectiveness. These studies generally indicate that co-operative learning appears to be more effective when assessed on measures of social engagement rather than academic performance. Finally, Ellen Murphy, Ian Grey and Rita Honan present their account of the factors that contribute to the successful implementation of co-operative learning for students with difficulties in learning.  相似文献   

Adult development and adult learning styles: The message for nontraditional graduate programs   总被引：1，自引：0，他引：1  

Dr. Jill Mattuck Tarule  Dr. Rita Weathersby 《Innovative Higher Education》1979,4(1):11-23

Both the content and process of graduate education promote adult development. As developing people, adults usually enroll in graduate programs at times when they are building or changing the structure of their lives. Graduate programs, particularly nontraditional programs, can address both the growing adult as well as uphold relevant standards of intellectual excellence and professional expertise.Their collaborative research has focused on life cycle adult development and on educational methodologies and environments which support adult development.  相似文献