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Kym Ahrens David Lane DuBois Paula Lozano Laura P. Richardson 《Learning disabilities research & practice》2010,25(4):207-216
We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self‐esteem, and reported a higher overall number of positive outcomes than nonmentored youth. Mentorship by teachers/guidance counselors was associated with larger differences in high school graduation rates and self‐esteem compared to nonmentored youth whereas mentorship by nonteachers was associated with smaller changes in self‐esteem and no differences in high school completion rates. Future research should include more in‐depth, objective assessments of youths’ learning disabilities, consideration of interactions with concurrent risk factors, and efforts to clarify optimal strategies for mentoring support of YLD. 相似文献
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Even at the primary level, computational thinking (CT) can support young students to prepare for participating in futures that are immersed in data. In mathematics classrooms, there are few explanations of the ways CT can support students in formulating and solving complex problems. This paper presents an example of a primary classroom investigation (8-9 year olds) over seven lessons of the problem “How long does it take to read a book?” The aim is to illustrate ways a statistical investigation can provide context for CT and demonstrate how the two complement each other to solve problems involving mathematics. The findings highlight opportunities and challenges that students face across the elements of CT—decomposition, abstraction, pattern recognition and modelling, and generalization and algorithmic thinking, including recommendations for teaching. 相似文献
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Kym Fraser 《International Journal for Academic Development》2013,18(1):60-65
Abstract In higher education settings two aims of multimedia development and use are: to enhance student learning by changing the nature of the curriculum experience, and to improve the teaching environment. This paper proceeds from the premise that the involvement of academic developers in the production of multimedia projects has the potential to enhance the pedagogical value of the final product. The evaluation of multimedia projects is considered in relation to five issues: conceptual need, students, medium, integration, and relation to existing products. Also presented are associated questions which can be used to explore each issue, and corresponding techniques which can be used to answer those questions. Suggestions are made for ways in which academic developers might create opportunities to work on multimedia development, and specific journals are suggested to assist developers in becoming familiar with the field. 相似文献
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Kym Joanne Price Brett Ashley Gordon Stephen Richard Bird Amanda Clare Benson 《Journal of sports sciences》2020,38(9):970-984
ABSTRACTInterval exercise training is increasingly recommended to improve health and fitness; however, it is not known if cardiovascular risk is different from continuous exercise protocols. This systematic review with meta-analyses assessed the effect of a single bout of interval exercise on cardiovascular responses that indicate risk of cardiac fibrillation and infarction compared to continuous exercise. Electronic databases Medline, CINAHL, Embase, Scopus and Cochrane were searched. Key inclusion criteria were: (1) intervals of the same intensity and duration followed by a recovery period and (2) reporting at least one of blood pressure, heart rate variability, arterial stiffness or function. Cochrane Risk of Bias tool and GRADE approach were used. Meta-analyses found that systolic blood pressure responses to interval exercise did not differ from responses to continuous exercise immediately (MD 8 mmHg [95% CI ?32, 47], p = 0.71) or at 60 min following exercise (MD 0 mmHg [95% CI ?2, 1], p = 0.79). However, reductions in diastolic blood pressure and flow-mediated dilation with interval exercise were observed 10–15 min post-exercise. The available evidence indicates that interval exercise does not convey higher cardiovascular risk than continuous exercise. Further investigation is required to establish the safety of interval exercise for clinical populations. 相似文献
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Judith Rink Laura Jones Kym Kirby Murray Mitchell Panayiotis Doutis 《Research quarterly for exercise and sport》2013,84(3):204-215
Abstract A statewide program assessment was established to make positive change in physical education school programs in South Carolina. Reform efforts depend both on balancing accountability for change and teacher support for change (Odden &Anderson, 1986). The purpose of the study was to determine teacher perceptions of the South Carolina Physical Education Assessment Program and its effects across six related themes including: changes in teaching and learning, changes in curriculum and instruction, teacher awareness of the assessment program, teacher support for the program, work place conditions, and the advocacy role of the program. It was also the purpose of this study to determine if the survey responses were in any way related to teacher and school variables. The overall results of the study indicated positive change and support for the assessment program, supporting the viability of the standards, assessment, and accountability reform effort to positively impact physical education programs. 相似文献
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Kym Fraser Tzu-Liang Bill Tseng Xin Deng 《European Journal of Engineering Education》2018,43(6):860-878
This study explores the usefulness of academic research to engineering practitioners. Issues such as knowledge transfer, the research-practice gap and the changing social/political environment are discussed. An empirical survey of practitioners is analysed to better understand the engineering professions use of academic material, such as research journals, with the medical profession acting as the benchmark. The study also examines the future role for academia from the perspective of practitioners, with areas such as engagement, relevance, dissemination and education highlighted. While the study found there was a reasonable level of utilisation of academic material, there are still some significant gaps. The study brings to the fore the issue of relevance in applied research fields and highlights the need to evaluate the usefulness of our research to practitioners and the betterment of society. 相似文献
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Jennifer Cartmel Kym Macfarlane Andrea Nolan 《Early Years: An International Journal of Research and Development》2013,33(4):398-412
This paper reports on an Australian initiative Developing and Sustaining Pedagogical Leadership in Early Childhood Education and Care Professionals, where academics and professionals shared knowledge, experience and research about transdisciplinary practice. The project aimed to develop an understanding of the strategies and skills early childhood professionals and practitioners required to strengthen pedagogical leadership when working in multi-agency organisations. The conceptual framework underpinning the design, analysis and evaluation of the project was bricolage. Bricolage enabled the researchers, professionals and practitioners and other organisational members to consider the principles of multiplicity, complexity, relationality and criticality. The use of bricolage created an opportunity for a more comprehensive level of analysis to occur. A model of professional development emerged from the analysis of the data and was subsequently used to develop an open source learning website. 相似文献
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Christopher Buck Kym Guelfi Brian Dawson Lars McNaughton Karen Wallman 《Journal of sports sciences》2015,33(19):1971-1979
The effects of sodium phosphate and caffeine supplementation were assessed on repeated-sprint ability. Using a randomised, double-blind, Latin-square design, 12 female, team-sport players participated in four trials: (1) sodium phosphate and caffeine, (2) sodium phosphate and placebo (for caffeine), (3) caffeine and placebo (for sodium phosphate) and (4) placebo (for sodium phosphate and caffeine), with ~21 days separating each trial. After each trial, participants performed a simulated team-game circuit (4 × 15 min quarters) with 6 × 20-m repeated-sprints performed once before (Set 1), at half-time (Set 2), and after end (Set 3). Total sprint times were faster after sodium phosphate and caffeine supplementation compared with placebo (Set 1: P = 0.003; Set 2: d = ?0.51; Set 3: P < 0.001; overall: P = 0.020), caffeine (Set 3: P = 0.004; overall: P = 0.033) and sodium phosphate (Set 3: d = ?0.67). Furthermore, total sprint times were faster after sodium phosphate supplementation compared with placebo (Set 1: d = ?0.52; Set 3: d = ?0.58). Best sprint results were faster after sodium phosphate and caffeine supplementation compared with placebo (Set 3: P = 0.007, d = ?0.90) and caffeine (Set 3: P = 0.024, d = ?0.73). Best sprint times were also faster after sodium phosphate supplementation compared with placebo (d = ?0.54 to ?0.61 for all sets). Sodium phosphate and combined sodium phosphate and caffeine loading improved repeated-sprint ability. 相似文献
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Paula Myatt Deanne Gannaway Ivy Chia Kym Fraser Jacquelin McDonald 《International Journal for Academic Development》2018,23(2):147-160
This paper considers the support required to develop Scholarship of Teaching and Learning (SoTL) capability across institutions. Rather than developing a checklist or a standardised audit approach, this paper describes the reflective journey taken by a group of academic developers who used strategies and structures previously identified in the literature to develop a conceptual framework for academic professional development. The framework was refined through an iterative process, including reflection on its use within diverse institutional contexts, combined with evaluative feedback from recognised experts in the field. The resulting framework is designed to facilitate and guide conversations to support institutional decision-making related to SoTL capacity building. 相似文献