Why love matters: how affection shapes a baby’s brain (second edition)     

Dr Will Shield 《Educational Psychology in Practice》2015,31(4):440-441

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Poor little snail trait cards     

Dr Will Shield 《Educational Psychology in Practice》2015,31(1):105-106

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Motorische Leistungsfähigkeit von Kindern und Jugendlichen in Deutschland     

C. Albrecht  A. Hanssen-Doose  K. Bös  L. Schlenker  S. Schmidt  M. Wagner  N. Will  A. Worth 《Sportwissenschaft》2016,46(4):294-304

Motor performance is an important health resource. Review articles revealed a decline of motor performance of approximately 10?% between 1975 and 2006. In the past most of the data available for such comparisons came from ad hoc studies with non-standardized methods. Within the framework of the ”Motorik-Modul“ (MoMo) study as part of the German Health Interview and Examination Survey for Children and Adolescents (KiGGS), it is possible for the first time to directly compare two cohorts in the ages of 4–17 years in a nationally representative database for Germany. The aim of this article is to report changes in motor performance of children and adolescents in the time period 2003–2006 (cohort baseline n = 4528) compared to 2009–2012 (cohort wave 1, n = 2820). Overall, it is clearly shown that the motor performance of children and adolescents in Germany did not decrease within the observational period of 6 years. The comparison of mean values of the baseline cohort compared to those of wave 1 showed that 28 out of 52 mean values of the two cohorts with a high probability did not differ based on 95?% confidence intervals (CI). In 24 out of the 52 mean values positive changes could be noted based on the individual 95?% CI values. There were more positive changes in primary school aged children than in other age groups. Within these positive changes, most effect sizes were small to medium. The results indicate that recent activities aiming at elevating motor performance levels may have started to make an impact and should be expanded, also in secondary schools. The comparative cohort study presented in this article is currently being checked by the ongoing MoMo wave 2 survey of 2014–2017.  相似文献   

The Importance of Teaching and Learning Nature of Science in the Early Childhood Years   总被引：1，自引：0，他引：1  

Valarie L. Akerson  Gayle A. Buck  Lisa A. Donnelly  Vanashri Nargund-Joshi  Ingrid S. Weiland 《Journal of Science Education and Technology》2011,20(5):537-549

Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings. How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban, and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature, debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction. There were also several differences evident across contexts, and across grade levels. However, it is clear that students as young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed through school.  相似文献   

Seasonal progression and variability of repeat-effort line-drill performance in elite junior basketball players     

Montgomery PG  Pyne DB  Hopkins WG  Minahan CL 《Journal of sports sciences》2008,26(5):543-550

To determine gender differences, positional differences, and patterns of change in the performance of the basketball line-drill test, 93 male (mean age 16.8 years, s = 1.1) and 95 female (mean age 16.5 years, s = 1.0) basketball players undertook 516 line-drill tests over a 5-year period. Log-transformed performance times were analysed using a mixed model that included quadratic within-participant fixed effects for time in the season and time in the programme. Changes and differences were standardized for interpretation of magnitudes. Mean performance times were 28.0 s (s = 1.3) for males and 30.4 s (s = 1.3) for females. The mean pattern of change in performance within a season differed substantially between the sexes and playing positions: male guards and female centres showed moderate to very large improvements mid-season of 1.1% and 3.5% respectively (90% confidence limits +/-2.1% and +/-3.0%), while female guards and male forwards showed large to very large decrements of -1.6% (+/-2.6%) and -2.4% (+/-2.0%). Over 3 years, males improved performance across all three playing positions by 1.4% (+/-1.3%) and females by 2.9% (+/-1.4%). Males improved performance by 0.2% (+/-0.5%) per year, whereas the performance of females deteriorated by 0.6% (+/-0.4%) per year. The differing patterns of performance change presumably reflect variations in training and competition loads, with short-term fluctuations in performance being managed to promote longer-term improvements.  相似文献   

Observations on M. Reiset's remarks on the new method for the estimation of nitrogen in organic compounds,and also on the supposed part which the nitrogen of the atmosphere plays in the formation of ammonia     

H. Will 《Journal of The Franklin Institute》1843,35(5):343-352

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Effects of modified-implement training on fast bowling in cricket     

Petersen CJ  Wilson BD  Hopkins WG 《Journal of sports sciences》2004,22(11-12):1035-1039

The effects of training with overweight and underweight cricket balls on fast-bowling speed and accuracy were investigated in senior club cricket bowlers randomly assigned to either a traditional (n = 9) or modified-implement training (n = 7) group. Both groups performed bowling training three times a week for 10 weeks. The traditional training group bowled only regulation cricket balls (156 g), whereas the modified-implement training group bowled a combination of overweight (161-181 g), underweight (151-131 g) and regulation cricket balls. A radar gun measured the speed of 18 consecutive deliveries for each bowler before, during and after the training period. Video recordings of the deliveries were also analysed to determine bowling accuracy in terms of first-bounce distance from the stumps. Bowling speed, which was initially 108 +/- 5 km h(-1) (mean +/- standard deviation), increased in the modified-implement training group by 4.0 km x h(-1) and in the traditional training group by 1.3 km x h(-1) (difference, 2.7 km x h(-1); 90% confidence limits, 1.2 to 4.2 km x h(-1)). For a minimum worthwhile change of 5 km x h(-1), the chances that the true effect on bowling speed was practically beneficial/trivial/harmful were 1.0/99/< 0.1%. For bowling accuracy, the chances were 1/48/51%. This modified-implement training programme is not a useful training strategy for club cricketers.  相似文献   

Trials to criteria for hydrostatic weighing at residual volume   总被引：1，自引：0，他引：1  

D Bonge  J E Donnelly 《Research quarterly for exercise and sport》1989,60(2):176-179

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‘He's gone and wrote over it’: the use of wikis for collaborative report writing in a primary school classroom     

Will Doult 《Education 3-13》2013,41(6):601-620

Wikis (websites that can be edited quickly by multiple authors) were used with upper-primary school children to write group reports on a science topic. Two teachers observed the children working, and their observations were used alongside the texts from the wikis and group interviews with children to explore the question of whether using wikis would lead to a change in writing practices and attitudes. This study found that although children often felt proprietorial about their texts, there was some evidence of negotiation and of joint content building. There was also evidence of peer-supported learning of information and communications technology (ICT) skills. Furthermore, the quality and quantity of writing were greater when using wikis than in conventional writing contexts, and the groups which engaged in more discussion produced more text.  相似文献   

Early childhood teachers' views of nature of science: The influence of intellectual levels,cultural values,and explicit reflective teaching     

Valarie L. Akerson  Cary A. Buzzelli  Lisa A. Donnelly 《科学教学研究杂志》2008,45(6):748-770

This study tracked the influence of explicit reflective instructional methods on cultural values, ethical and intellectual development, and the relationship of these with preservice teachers' views of nature of science (NOS). The researchers used the Views of Nature of Science Form B (VNOS B) to describe NOS views, the Learning Context Questionnaire (LCQ) to classify preservice teachers' ethical and intellectual positions using Perry's scheme, and the Schwartz Values Inventory (SVI) to measure preservice teachers' cultural values. The interventions took place in two concurrent courses: a science methods course, and a foundations of early childhood course. The science methods course explicitly emphasized NOS throughout the semester, and the foundations of early childhood course reinforced these ideas through cultural activities that stressed empirical evidence. Analysis of data showed relationships between preservice teachers' Perry positions and responses on the VNOS B with those at higher positions exhibiting more informed NOS views. Relationships between preservice teachers' NOS views and their cultural values were identified, such as those at the dualism position holding achievement more highly for scientists than those at other Perry positions. The values preservice teachers held personally were different from those they held as important for scientists. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 748–770, 2008  相似文献