The dynamic assessment of language learning     

Joanna Hill 《Educational Psychology in Practice》2018,34(3):330-331

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Evening electronic device use and sleep patterns in athletes     

Maddison J. Jones  Brian Dawson  Daniel F. Gucciardi  Peter R. Eastwood  Joanna Miller  Shona L. Halson 《Journal of sports sciences》2019,37(8):864-870

The present study aimed to investigate pre-sleep behaviours (including evening electronic device use) and sleep quantity in well-trained athletes. Seventy well-trained athletes (44 females, 26 males) aged 21 ± 4 y from a range of team and individual sports were asked to complete an online sleep diary for 7 days. The sleep diary included questions about pre-sleep behaviours (e.g. napping, caffeine intake), electronic device use in the 2 h prior to bedtime (e.g. type of device and duration of use) and sleep (e.g. time in bed, sleep onset latency). On average, athletes spent 8:20 ± 1:21 h in bed each night. Associations between age, time in bed and sleepiness suggested that younger athletes spent more time in bed (B = -0.05, p = 0.001) but felt sleepier (r = -0.32, p < 0.01) than older athletes. On average, athletes mostly used electronic devices for 0–30 min prior to sleep. The use of multiple devices in the evening was associated with more perceived difficulty in falling asleep (B = 0.22, p = 0.03), but no associations existed with other sleep variables. In summary, younger athletes may require later start times or improved sleep quality to resolve excessive sleepiness.  相似文献   

Dragons at the Snack Table: Devising and Performing Magic Realism at The 52nd Street Project     

Joanna Gurin 《Teaching Artist Journal》2016,14(3):154-160

“Dragons at the Snack Table” explores Magic Realism in relation to lived Applied Theatre spaces.  相似文献   

The language of adult immigrants: Agency in the making,by Miller,E. R.     

Joanna Rak 《Journal of Language, Identity & Education》2016,15(6):404-406

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The Effect of Visual‐Chunking‐Representation Accommodation on Geometry Testing for Students with Math Disabilities     

Dake Zhang  Yi Ding  Joanna Stegall  Lei Mo 《Learning disabilities research & practice》2012,27(4):167-177

Students who struggle with learning mathematics often have difficulties with geometry problem solving, which requires strong visual imagery skills. These difficulties have been correlated with deficiencies in visual working memory. Cognitive psychology has shown that chunking of visual items accommodates students’ working memory deficits. This study investigated the effects of visual‐chunking representation as a testing accommodation for improving students’ geometry problem‐solving performance. Participants were four third‐graders with difficulties in mathematics. An adapted reversal design was employed to examine the students’ performance changes during standard testing conditions and accommodated testing conditions. During the accommodated condition, students were presented with visual‐chunking images. Results suggested that the visual‐chunking representation accommodation improved students’ performance on geometry problem‐solving tasks, and an interview confirmed students’ preference for the visual‐chunking representation approach.  相似文献   

Teaching learning disabled adolescents to think critically using a problem‐solving schema     

Joanna P. Williams  Nancy J. Ellsworth 《Exceptionality》2013,21(2):135-146

Abstract

In this study we describe and examine the effectiveness of an instructional program designed to teach learning disabled adolescents to make better personal decisions. We presented problems in short narratives based on the types of problems these students must solve in their own lives. The program, conducted as part of the students' regular resource room curriculum, incorporated schema‐general questions for problem solving coupled with practice in generating problem‐specific questions to reach an appropriate decision. Participants were 70 resource room students in two large, urban high schools. We employed a pretest‐posttest comparison group design. On the posttest, instructed students performed significantly better on (1) identifying a general schema for making a personal decision and (2) applying the schema to reach appropriate decisions concerning novel problem narratives. The results support the view that application of a general schema to specific problems can be an effective instructional method to improve critical thinking and decision making.  相似文献   

The Combined Effects of Instructor Communicative Behaviors,Instructor Credibility,and Student Personality Traits on Incivility in the College Classroom     

Brian Klebig  Joanna Goldonowicz  Elisa Mendes  Ann Neville Miller  James Katt 《Communication Research Reports》2016,33(2):152-158

This study investigated the combined role of instructor communication variables (nonverbal immediacy and self-disclosure), instructor credibility (competence, caring, and trustworthiness), and student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, and openness) in predicting students’ uncivil behaviors in class. A total of 406 students completed online questionnaires regarding the instructor of the class they attended prior to the one in which the study was administered. Personality and instructor behavior variables contributed approximately equally to explaining variance in student incivility. Students’ conscientiousness and agreeableness had direct negative relationships with incivility, whereas instructors’ amount and negativity of self-disclosure had direct positive relationships with incivility.  相似文献   

A comparison of methods to determine bilateral asymmetries in vertical leg stiffness     

Sean J. Maloney  Iain M. Fletcher  Joanna Richards 《Journal of sports sciences》2016,34(9):829-835

Whilst the measurement and quantification of vertical leg stiffness (K_vert) asymmetry is of important practical relevance to athletic performance, literature investigating bilateral asymmetry in K_vert is limited. Moreover, how the type of task used to assess K_vert may affect the expression of asymmetry has not been properly determined. Twelve healthy males performed three types of performance tasks on a dual force plate system to determine K_vert asymmetries; the tasks were (a) bilateral hopping, (b) bilateral drop jumping and (c) unilateral drop jumping. Across all the three methods, K_vert was significantly different between compliant and stiff limbs (P < 0.001) with a significant interaction effect between limb and method (P = 0.005). Differences in K_vert between compliant and stiff limbs were ?5.3% (P < 0.001), ?21.8% (P = 0.007) and ?15.1% (P < 0.001) for the bilateral hopping, bilateral drop jumping and unilateral drop jumping methods, respectively. All the three methods were able to detect significant differences between compliant and stiff limbs, and could be used as a diagnostic tool to assess K_vert asymmetry. Drop jumping tasks detected larger K_vert asymmetries than hopping, suggesting that asymmetries may be expressed to a greater extent in acyclic, maximal performance tasks.  相似文献   

Key Stage 3 Pupils’ Views About Reading     

Cathy Atkinson 《Educational Psychology in Practice》2006,22(4):321-336

Recent developments in literacy teaching have tended to target the needs of primary, rather than high school pupils and focus on technical, rather than affective aspects of reading. This paper describes a questionnaire‐based study undertaken to identify perceptions and views held by Key Stage 3 readers of different ages, genders and abilities. Outcomes support previous research, indicating differences between boys and girls and older and younger pupils, particularly in relation to reading preferences. Reading engagement appears to be linked to reading ability. EPs are challenged to offer perspectives that can contribute to literacy development at casework and curriculum levels.  相似文献   

Editorial     

Dennis Atkinson 《The International Journal of Art & Design Education》2003,22(1):2-4

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