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1.
Quality of Life of Children with Learning Disabilities: A Comparison of Self‐Reports and Proxy Reports 
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下载免费PDF全文 Halis Sakız Zeynep Hande Sart Bengü Börkan Barış Korkmaz Nalan Babür 《Learning disabilities research & practice》2015,30(3):114-126
This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self‐reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDLR Questionnaire for Measuring Health‐Related Quality of Life (Ravens‐Sieberer & Bullinger, 1998). Findings showed that children with LD reported significantly lower QoL scores than those reported by typically developing peers. Intraclass correlation coefficients (ICCs) and t‐test results showed that agreement between child reports and parent‐proxy reports was either low or moderate on each QoL dimension. Findings of the study may be used to raise awareness regarding the social and educational needs of children with LD in Turkey. 相似文献
2.
Rachel J. Bar Stephanie E. Cassin Michelle M. Dionne 《European Journal of Sport Science》2016,16(3):325-335
A substantial amount of evidence suggests that collegiate and elite athletes involved in weight-sensitive sports are at greater risk of developing eating disorders (EDs) than the general population. With the limited effectiveness of treatment for EDs, prevention of EDs has been broadly considered in the literature. The present paper reviewed the existing literature on ED prevention programmes for athletes in order to determine the current status of prevention programmes and recommend future directions. The available literature suggests that selective, primary interventions with multiple targets and an interactive multimodal approach appear most effective. Current challenges in the field, including lack of longitudinal research, hesitation by the sport community to be involved in ED research and poor cross-field communication and collaboration, are also explored. The lack of dissemination of evidence-based prevention programmes and the simultaneous promotion of prevention programmes that have not yet been empirically examined are also discussed. Based on these observations future directions are recommended. 相似文献
3.
The Relations Between Early Working Memory Abilities and Later Developing Reading Skills: A Longitudinal Study From Kindergarten to Fifth Grade 下载免费PDF全文
下载免费PDF全文 This study investigated the relations of early working‐memory abilities (phonological and visual‐spatial short‐term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew‐speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in Grades 1, 2, and 5. All memory measures, but phonological STM, correlated with reading up to Grade 5. Regression analyses (with intelligence quotient controlled) demonstrated that phonological complex memory predicted all reading skills in Grade 1, and accuracy in Grade 2. The rather understudied visual‐spatial memory predicted comprehension in Grades 2 (STM) and 5 (complex memory). The results point to an important role of the phonological complex memory in early assessment, and suggest a long‐lasting role of early visual‐spatial memory in predicting variance in reading. Whether this role of the visual‐spatial memory is unique to the Hebrew orthography because of its visual features requires, however, further investigation. 相似文献
4.
Pasha-Zaidi Nausheen Afari Ernest Sevi Barış Urganci Betul Durham Justin 《Learning Environments Research》2019,22(1):83-100
Learning Environments Research - The present study explored the relationship between grit, motivational beliefs and self-regulation among undergraduate students in the United States, the United... 相似文献
5.
The physical and social image of the scientist among school children, student teachers, and teachers over the last 50 years
was investigated. Interest has also been shown in the perception of the personality behind the physical stereotype. Nevertheless,
the value judgments of science and scientists and the positive and negative mind–sets attaching to these judgments in our
society were less investigated, either in Israel or abroad. In this investigation models given to science and scientists in
the classical literature and by some popular science writers were investigated, together with contemporary learners’ views.
The populations consist of 125 high school students from Israel. Several tools were used during this investigation to decipher
the images of science: Closed questionnaire, writing an essay, and semistructured collective interviews. Classical authors
have pessimistic views about science and the scientists. Most models are unfavorable, and criticize the scientists: The mad
and monstrous scientist (Frankenstein), the scientist who is alienated from human life (The Physicists), the scientist who is cut off from reality, the “geek” (Gulliver’s Travels), the scientist whose irresponsible research is harmful to the environment (Jurassic Park), the scientist who hungers for knowledge at any cost (Faust). The positive images found especially in the popular science literature: the scientist who cures diseases (Microbe Hunters), the scientist who has professional integrity (Galaxies), the scientist who keeps to the rules of the scientific method to obtain objective results (Wrinkles in Time).
We found that some expressions relating to fear of science which have appeared in the classics since the beginning of the 18th century were found in a similar way with students of the 21st century, while others expressed that same fear in different ways. There was also an identification with Swift’s “unsociable
and unemotional” scientists. Alongside the existence of expressions of fear of science, and mainly ambivalent opinions of
students toward science, the dominant picture that stands out in this study is that our contemporary students are pro science,
and regard science as a useful area of society. 相似文献
6.
Gershon Tenenbaum Noa Levy‐Kolker Michael Bar‐Eli Robert Weinberg 《Journal of sports sciences》2013,31(6):529-534
This study was concerned with the interactive role of experience of athletic skill with other relevant environmental variables (display complexity, attentional resources, exposure time of stimuli) on perception (recall) of structured handball game situations. Nineteen experienced (older) and 19 less experienced (younger) handball players were assigned randomly either to ball‐bouncing (diverted attention) or to calm seated (focused attention) conditions. In each of the two conditions, the subjects were exposed to a total of 36 slides containing 2–3, 5–6 and 8–10 players. Eighteen slides were exposed for 0.5 s and 18 for 1.0 s. All the slides contained structured defence and offence situations. Recall scores were subjected to repeated‐measures ANOVA using attention condition and age as between‐subject factors and task complexity and exposure duration as within‐subject factors. The results showed that the recall of less experienced players deteriorated more than the recall of more experienced players following exposure to complex displays (≥ 8 players) while engaging in a secondary task (bouncing). The findings suggest that research paradigms should be applied in the field of sport which share both ecological validity and a potential to discover the cognitive substrates underlying experience and age in skilled motor performance. 相似文献
7.
The lotus is very much a part of Indian cultural traditions. Its importance has long been recognized and it has been grown for use as food, medicine and also for cultural and religious activities. Significantly, the longevity of the lotus seed is phenomenal, with viable seeds dated as being 1300 years old. Seed germination of the lotus is very rare in Nature; however, farmers’ knowledge and experience may show how lotus seeds can be germinated. 相似文献
8.
Ahmet Kılınç Tezcan Kartal Barış Eroğlu Ümit Demiral Özlem Afacan Dilber Polat Mutlu P. Demirci Guler Özkan Görgülü 《Research in Science Education》2013,43(6):2455-2475
The aim of the present study was to understand the nature of teaching efficacy beliefs related to a socioscientific issue (SSI). We investigated Turkish preservice science teachers’ teaching efficacy beliefs about genetically modified (GM) foods using a belief system approach. We assumed that preservice teachers’ beliefs about GM foods (content knowledge, risk perceptions, moral beliefs, and religious beliefs) and their teaching efficacy beliefs about this topic constitute a belief system, and these beliefs are interrelated due to core educational beliefs. We used an exploratory mixed design to test this model. We developed and administered specific questionnaires to probe the belief system model. The sample for the quantitative part of this study included 441 preservice science teachers from eight universities. We randomly selected eight participants in this group for follow-up interviews. The results showed that preservice science teachers held moderately high teaching efficacy beliefs. Learning and teaching experiences, communication skills, vicarious experiences, emotional states, and interest in the topic were sources of this efficacy. In addition, content knowledge and risk perceptions were predictors of teaching efficacy. We believe that epistemologies based on traditional teaching and the values attached to science teaching are the core beliefs that affect the relationship between predictor variables and teaching efficacy. 相似文献
9.
ABSTRACT A controversial set of elite jewels assumed to be of early medieval period, recovered in 1937–1938 from a burial site in Matzhausen (northeastern Bavaria) was investigated to determine their technological coherency as well as their authenticity. The discovery of these jewels was exploited by German nationalists to argue that the material culture observed in Bohemia and Moravia in the ninth century had Germanic roots. The circumstances of their discovery, however, remain unclear. Research in archives demonstrated the involvement of the SS Ahnenerbe organisation in the recovery of the jewels. Are these jewels authentic or are they forgeries manufactured or modified by a modern craftsman to serve German expansionist nationalism? Three jewels recovered in the grave – a gombik (hollow spherical pendant), an earring with chainlet, and a zoomorphic figurine – were investigated using scanning electron microscopy (SEM) coupled with energy-dispersive X-ray spectroscopy (EDX), X-radiography, and stereomicroscopy. The investigation revealed a very heterogeneous set of objects with respect to technology and state of preservation. It also uncovered repairs and past invasive interventions involving modern metal and solder. Comparison with similar types of jewels from Bohemia and Moravia points to important differences in construction and technology, which confirms the uniqueness of this set of objects and casts suspicion on their authenticity. 相似文献
10.
We studied what 13–15-year-olds believe teaching's components are. Thirty-six children viewed two films: direct transmission (DT) and Socratic teaching (ST) and a third film of a non-teaching conversation (C). We investigated the participants' understanding of teaching's components and the role of intentionality in teaching. All children judged that DT was teaching and that ST and the C were not. After revealing the teacher's intention to teach or its lack, nobody changed their judgments. Two explanations for these are the extent of exposure to teaching and that very young children in early childhood already hold a DT view of teaching. 相似文献