Children’s Home Numeracy Environment Predicts Growth of their Early Mathematical Skills in Kindergarten     

María Inés Susperreguy  Sabrina Di Lonardo Burr  Chang Xu  Heather Douglas  Jo-Anne LeFevre 《Child development》2020,91(5):1663-1680

This study investigated the longitudinal associations between children’s early mathematics and their home numeracy environment (HNE). Chilean children from families who varied widely in socioeconomic status were assessed at the beginning and end of prekindergarten in 2016 (N = 419, M_age = 4:7 [years:months]), and at the end of kindergarten in 2017 (N = 368, M_age = 5:10). Children whose parents provided frequent operational numeracy activities (e.g., learning simple sums) at prekindergarten showed better arithmetic performance and growth in nonsymbolic and symbolic number comparison at the end of kindergarten. Parents’ knowledge of number-related games predicted children’s arithmetic skills and growth in nonsymbolic number comparison. These findings underscore the persistent relations between the HNE and the development of children’s mathematical skills.  相似文献   

Comparative education in Spain in the 21st century     

José Luis García Garrido 《比较教育学》2018,54(4):490-508

ABSTRACT

The current process of globalisation has led to a convergence of international and Spanish concerns regarding teaching and research issues in the area of comparative education. Both in their teaching and their research work, the academics within the Spanish comparative community display a notable – and typically Hispanic – heterogeneity. This includes their use of epistemologically diverse frameworks and paradigms as well as their penchant for intellectual and teaching traditions built upon a wide-ranging, diverse gnoseological foundation. Along with research agendas focused on topics well within the orthodoxy and tradition of the field, Spanish comparative work has also tackled subjects long advocated by the late-modern agenda such as post-colonialism, the world ‘disorder’ and refugees and hospitality pedagogy. The community's engagement with and analysis of the cultural reality of Latin America stands out as a specific feature of Spanish comparative studies. While the works published in the Revista Española de Educación Comparada (REEC) (Spanish Journal of Comparative Education) attest to the theorisation and markedly interdisciplinary nature of the analyses carried out by many of our academics, the authors of this essay argue for the inclusion of teleological perspectives. Only by incorporating the viewpoints offered by these teleological disciplines will we be able to stand up to the sterile, eminently relativist tendencies of post-modern epistemology.  相似文献   

Imaginaries of Invention Management: Comparing Path Dependencies in East and West Germany     

Lisa Sigl  Liudvika Leišytė 《Minerva》2018,56(3):357-380

The ways in which societies and institutions institutionalize and practice invention management reflects not only how new ideas are valued, but also imaginaries about the role of science and technology for societal development. Often taking the US Bayh-Dole-Act as a model, many European states have recently implemented changes in how inventions at academic institutions are to be handled to optimize their societal impact. We analyze how these changes have been taken up—and made sense of—in regions with different pre-existing infrastructures, practices and semantics of invention management. For doing so, we build on a comparative analysis of continuities and changes in infrastructures, practices and semantics of invention management in North-Rhine Westphalia (NRW, a former Western state) and Saxony (a former GDR state) to reflect on how academic institutions have been handling inventions along transforming socio-political contexts. Building on document analysis and qualitative interviews with research managers, we discuss ongoing differences in practices of invention management and the semantic framing of the societal value of inventions in NRW and Saxony, and discuss how this can be understood before the background of their ideological, political and economic separation until reunification in 1990. Joining the conceptual perspectives of path dependencies and sociotechnical imaginaries, we argue that two critical incidents in the history of these states (the reunification in 1990 and a legal change in 2002) allowed for wide-ranging institutional alignments, but also allowed path dependencies in practices and semantics of invention management to prevail.  相似文献   

Sovremennyi chitatel’: vzgliad spetsialistov knizhnoi kul’tury,edited by A.S. Stepanova and V.V. Ialysheva, [The Contemporary Reader: From the Perspective of Experts in Book Culture]. St. Petersburg,Rossiiskaia Natsional’naia Biblioteka, 2011, 192 pp., ISBN: 5819204146     

Danijela Matković 《Slavic & East European Information Resources》2018,19(1-2):111-112

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Physical activity levels,game performance and friendship goals using two different pedagogical models: Sport Education and Direct Instruction     

Irene Rocamora  Javier Fernández-Río  Natalia María Arias-Palencia 《Physical Education & Sport Pedagogy》2019,24(1):87-102

Background: Advances in technology have changed children’s lifestyle so much that the majority of them do not meet the recommended 60 min of moderate to vigorous physical activity every day. Compulsory Physical Education has been highlighted as an ideal context to achieve the suggested physical activity (PA) goals, since it could be the only place where some students become truly physically active. In those classes, the teacher selects a pedagogical approach and this selection could be vital to meet the advised PA levels.

Purpose: The goal was to assess the effects of two instructional approaches, Sport Education Model (SEM) and Direct Instruction (DI) in Primary Education students’ physical activity intensity levels, game performance, and friendship goals.

Method: A total of 88 students with an average age of 11.16?±?0.63 years, enrolled in two year-5 (from 10 to11 years) and two year-6 (from 11 to 12 years) Physical Education classes of the same school agreed to participate. The number of participants in the SEM was 47 and in DI was 41. The schools’ administration distributed one class of each grade to the experimental group, which experienced SEM, and to the non-equivalent group, which experienced DI. The content selected for both study groups was the same: Handball. Both study groups experienced a 15-session learning unit (45 min per class, three sessions per week). The goal was to conduct the experiment in a non-manipulated (intact) educational context. It followed a pre-test, post-test, experimental, non-equivalent group design. Participants wore Actigraph GT3X accelerometers in order to monitor physical activity levels, answered questionnaires to assess friendship goals, and their game performance was assessed using the Game Performance Assessment instrument (GPAI).

Results: Results showed that students who experienced the SEM had significantly higher light and moderate physical activity levels, friendship-approach and friendship-avoidance goals, while the ones who experienced DI had significantly higher sedentary physical activity levels. The GPAI scores showed significant gains in students’ game performance in both study groups, but these were larger in the SEM one.

Conclusions: The SEM could be considered more effective than DI to improve Primary Education students’ PA levels, game performance and friendship goals.  相似文献   

Validation of a Tennis Rating Score to evaluate the technical level of children tennis players     

Luka Šlosar  Boštjan Šimunič  Rado Pišot 《Journal of sports sciences》2019,37(1):100-107

The purpose of this study was to create a valid and reliable assessment scale for the evaluation of three basic tennis strokes (forehand, backhand, serve) for 6–12-year-old tennis players, named the Tennis Rating Score for Children (TRSC). Altogether 60 players (21: forehand, 22: backhand, 17: serve) were video recorded (30 frames per second) while performing three main tennis strokes and later evaluated using the TRSC by five tennis trainers at Day 1 and Day 7. Agreement between days and raters was examined using the intraclass correlation coefficients (ICC). A Pearson’s correlation was calculated to determine convergent validity (score related to participant’s level of experience). The reliability between raters was very high for all three main strokes (ICC_FOREHAND = 0.874; ICC_BACKHAND = 0.877; ICC_SERVE = 0.877). The intra-rater test-retests ICCs were also very high (ICC_FOREHAND = 0.885; ICC_BACKHAND = 0.891; ICC_SERVE = 0.887). A large (r_FOREHAND = 0.660) and very large (r_BACKHAND = 0.730; r_SERVE = 0.772) Pearson’s correlations were found between all the ratings and the level of experience. The TRSC is shown to be highly reliable and valid when assessing technical skills in novice players, when compared to actual assessment from coaching experts; this tool may be helpful for tennis coaches to make a more objective diagnostic of the technical level of young tennis players.  相似文献   

Application of the principal component waveform analysis to identify improvements in vertical jump performance     

Pablo Floría  Alberto Sánchez-Sixto  Andrew J. Harrison 《Journal of sports sciences》2019,37(4):370-377

The purpose of this study was to determine the effects of training on the force-, velocity-, and displacement-time curves using principal component analysis (PCA) to examine the pre to post intervention changes. Thirty-four trained women basketball players were randomly divided into training and control groups. The training intervention consisted of full squats combined with repeated jumps. The effects of the intervention were analysed before and after the training period of 6 weeks by comparing the principal component scores. The magnitude of differences within-/between-group were calculated and expressed as standardised differences. After the intervention period, clear changes in principal components were observed in the training group compared to the control group. These were related to the execution of a vertical jump with a faster and deeper countermovement that was stopped with greater force. This resulted in greater force from the start of the upward movement phase which was maintained for a longer time. This increase in force throughout a greater range of motion increased the take-off velocity and consequently jumping height.  相似文献   

American Cinema's Return to the Borderlands: Migrant Criminalization,Critical Identity Politics,and Nativism in the Trumpian Era          下载免费PDF全文

Frank García 《Journal of American culture (Malden, Mass. : 2003)》2018,41(3):279-296

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Portuguese validation of the Separation Anxiety Scale for Children (SASC)     

Micaela F. Sousa-Rodrigues  José P. Espada  María T. Gonzálvez  Mireia Orgilés 《Psychology in the schools》2020,57(11):1680-1688

Separation anxiety symptoms are very common in children. The present study aims to examine the psychometric properties and the factorial structure of the Portuguese version of the Separation Anxiety Scale for Children (SASC). The participants included 874 children, 52% male, aged between 8 and 11 years (M = 9.50; SD = 1.15). Factor analysis supported the three-factor model found in the original scale. The instrument demonstrated to have good reliability for the total score (α = .81) and for its three factors (Discomfort from separation, α = .80; Worry about separation, α = .72; Calm at separation, α = .59). The validity, examined via the correlation of the SASC with the separation anxiety subscale of the SCARED, was satisfactory (r = .49); the test–retest reliability for the total scale was good (r = .81). The SASC was shown to have good psychometric properties for its use with Portuguese children for clinical and research purposes.  相似文献   

Principals supporting teacher leadership: The effects of learning-centred leadership on teacher leadership practices with the mediating role of teacher agency     

Mehmet Şükrü Bellibaş  Sedat Gümüş  Ali Çağatay Kılınç 《European Journal of Education》2020,55(2):200-216

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