The Influence of Task Constraints on the Glenohumeral Horizontal Abduction Angle of the Overarm Throw of Novice Throwers     

Casey M. Breslin  John C. Garner  Mary E. Rudisill  Loraine E. Parish  Paul M. St. Onge  Brian J. Campbell 《Research quarterly for exercise and sport》2013,84(2):375-379

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Atruce in the "war for the child".     

H G Garner 《Exceptional children》1976,42(6):315-320

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An innovative program for multihandicapped deaf students using the FSSI.     

D Garner  H Becker  S Schur  E Hammer 《American annals of the deaf》1991,136(3):265-269

Teachers in public schools now have more students with more severe disabilities than they did in the past. Unfortunately, efforts to provide them with a quality education have been hampered by a lack of focused instructional planning. This article describes an innovative program developed for deaf multihandicapped students that has created an integrated focus for instruction. The organizing framework for the program incorporates the Functional Skills Screening Inventory, a domain referenced assessment of living and working skills. This structured approach enables teachers to identify current functional levels, develop meaningful short- and long-term objectives, and monitor student progress throughout their educational programs. It also facilitates long-range planning and evaluation of the instructional program on an ongoing basis.  相似文献   

Promoting Desirable Outcomes Among Culturally and Ethnically Diverse Children in Social Emotional Learning Programs: a Multilevel Heuristic Model     

Pamela W. Garner  Duhita Mahatmya  Elizabeth L. Brown  Colleen K. Vesely 《Educational Psychology Review》2014,26(1):165-189

The primary goal of this article is to situate the findings from evidence-based studies of social emotional learning (SEL) interventions into a broader social context by reframing the discussion to consider how aspects of sociocultural competence impact the development and delivery of programs. The limitations of current SEL intervention efforts are discussed and a multilevel heuristic model that identifies and defines the theoretical constructs that we believe are culturally bound and associated with the content, implementation, and evaluation components of SEL intervention programs is presented. We point out constraints associated with this effort and offer specific strategies and activities by which school personnel involved in these activities can be encouraged to embrace socioculturally based SEL practices in their classrooms and offer guidance for future research.  相似文献