Elite wheelchair rugby: a quantitative analysis of chair configuration in Australia     

David S. Haydon  Ross A. Pinder  Paul N. Grimshaw  William S. P. Robertson 《Sports Engineering》2016,19(3):177-184

Limited recommendations of wheelchair configurations for court sports have been identified in the published literature. To accommodate the wide range of impairments in wheelchair rugby, players are given a point score that reflects their impairment. Players have regularly been grouped as high-, mid-, or low-point players in research, with high-point players having greater levels of muscle function compared with other classifications. This research documented the wheelchair configurations of elite Australian wheelchair rugby players across classification groups. Significant differences (p < 0.05) were found for increased seat height and decreased seat depth for high-point players compared with low- and mid-point groups, respectively. Low-point players displayed reduced wheelchair mass compared with high- and mid-point players, as well as increased frame length. Camber angles showed no significant differences across the classification groups. The incorporation of anthropometric measures, such as the elbow angle at the top dead center, was also investigated. While elbow angle showed no significant differences, seat height-to-total arm length ratio was higher for high-point players. Participants also completed surveys detailing their perception of the effect of altering wheelchair configurations. It is suggested that wheelchair configurations should consider an individual’s anthropometrics, impairment, training history, and court role to promote optimal performance, with predictive modeling having the potential to reduce the associated time and cost.  相似文献   

When Politicians Dodge Questions: An Analysis of Presidential Press Conferences and Debates     

David Clementson  William P. Eveland 《Mass Communication and Society》2016,19(4):411-429

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Curricular Differences and Unidimensionality of Achievement Test Data: An Exploratory Analysis     

S. E. Phillips  William A. Mehrens 《Journal of Educational Measurement》1987,24(1):1-16

The purpose of this study was to investigate whether a linear factor analytic method commonly used to investigate violation of the item response theory (IRT) unidimensionality assumption is sensitive to measurable curricular differences within a school district and to examine the possibility of differential item performance for groups of students receiving different instruction. For grades 3 and 6 in reading and mathematics, personnel from two midwestern school systems that regularly administer standardized achievement tests identified the formal textbook series used and provided ratings of test-instructional match for each school building (classroom). For both districts, the factor analysis results suggested no differences in percentages of variance for large first factors and relatively small second factors across ratings or series groups. The IRT analyses indicated little, if any, differential item performance for curricular subgroups. Thus, the impact of factors that might be related to curricular differences was judged to be minor.  相似文献   

Special education and general education preservice teachers’ co-teaching experiences: a comparative synthesis of qualitative research     

Mikyung Shin  Hyunjoo Lee  John William McKenna 《International Journal of Inclusive Education》2016,20(1):91-107

Co-teaching is commonly used to support students with disabilities in inclusive educational settings. However, there is often a gap between the potential effectiveness of co-teaching and actual classroom practice. This study examined preservice teachers’ co-teaching experiences to better understand this gap to identify potential practices for improving teacher training and service delivery. A review of 11 studies revealed that both special education and general education preservice teachers believed that co-teaching practices provided them opportunities to communicate and work collaboratively. Both groups agreed on the significant impact of personality in co-teaching as well as challenges in implementing co-teaching. Furthermore, special education preservice teachers noted that they lacked content knowledge, whereas general education preservice teachers thought they needed more training in the provision of accommodations and modifications. Study limitations, areas for future research, and implications for preservice teacher preparation are discussed.  相似文献   

How can only 18 black teachers working in Liverpool represent a diverse teaching workforce? A critical narrative     

William Boyle  Marie Charles 《International Journal of Inclusive Education》2016,20(8):871-888

This paper follows on from the authors’ previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. “Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers.” Journal of Black Studies 42 (3): 427–435]. It is based on a re-examination of their findings of Liverpool's Black teachers’ historic institutionalised invisibility [Swann Report. 1985. Education for All. Report of the Committee of the Enquiry into the Education of Children from Ethnic Minority Groups. London: Her Majesty's Stationery Office.] and an interrogation of the situation as revealed by the 2015 data. The article uses as its evidence base, questionnaire responses and data from a sample of interviews with the current 18 Black teachers. Despite the voices of Black teachers being marginalised and even less likely to be heard, it is vital that the pedagogies of Black teachers contribute to a ‘dismantling of binaries and hierarchies that privilege Eurocentric paradigms of teaching’ [Escayg, K. 2010. “Diverse Classrooms, Diverse Teachers: Representing Cultural Diversity in the Teaching Profession and Implications for Pre-Service Admissions.” Canadian Journal for new Scholars in Education 3 (2): 1–8, 4].  相似文献   

The Inclusion of Informal Environments in Science Teacher Preparation     

Olson  Joanne K.  Cox-Petersen  Anne M.  McComas  William F. 《Journal of Science Teacher Education》2001,12(3):155-173

Journal of Science Teacher Education -  相似文献   

Critiquing Theory of Planned Behaviour as a method to assess teachers' technology integration attitudes     

William Sugar  Frank Crawley  Bethann Fine 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):331-334

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Bullying and the Unique Socioemotional Needs of Gifted and Talented Early Adolescents: Veteran Teacher Perspectives and Practices     

William T. Allen Jr. 《Roeper Review》2017,39(4):269-283

Much is written at the elementary school level concerning bullying and the socioemotional needs of gifted and talented (GT) students; however, in the last 10 years, little qualitative research exists concerning the early adolescent GT age group. In the social environment of classroom life, early and current research indicates that many of these students experience neurotic perfectionism, overexciteabilities (OEs), developmental asynchrony, and bullying. The formation of autonomous classes (GT-only classes) has afforded some hope concerning the amelioration of such problems; nevertheless, in this study, detailed evidence of classroom bullying in the form of social ostracism and teasing has been found with this GT age group. If left unchecked, psychological autopsies have shown these students suffering emotional difficulties and even committing suicide as a result of school and classroom torment. With such potential for classroom bullying problems, few studies address what veteran teachers of early adolescent GT students do to keep students psychologically safe. Within the social milieu of classroom life, and in comparison to research standards, this study explores three efficacious teacher perspectives and practices.  相似文献   

Experiences of Counselors‐as‐Clients in Counselor Education          下载免费PDF全文

Cynthia J. Osborn  Erin M. West  William Z. Nance 《Counselor Education & Supervision》2017,56(2):112-129

Eight professional counselors who routinely role‐play as clients in 1 counselor education program participated in a focus group investigating their portrayal experiences. Data were analyzed using interpretative phenomenological analysis, which resulted in 3 superordinate themes: missions, influential factors, and repercussions. Findings reinforce instruction of idiographic and person‐centered care in counselor education.  相似文献   

Histories of Romani Education in Slovakia: A Kazamian Perspective     

William S. New  Hristo Kyuchukov  Milan Samko 《欧洲教育》2018,50(2):185-200

Using the critical work of Andreas Kazamias on the history and methods of comparative education as conceptual framework, we investigate the education (over a 200-year period) of the Slovak Roma. We position our story as paradigmatic of the dual processes of enlightenment and obscurantism with which we are familiar in thinking about the history of racial violence. The article describes the encounter of a young British doctor, Richard Bright, with Roma and Slovaks in 1814, and explores the Enlightenment thinking about Roma in specific, and race in general, in Bright’s travelogue. We juxtapose these historical investigations with qualitative findings from research conducted recently in the same region of Slovakia. Our goal is to show that Kazamias’s calls for a return to the historical in educational research, and greater attention to the “paideia of the soul,” have relevance in considering the discouraging past and present of Roma in Slovak schools and society.  相似文献