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Central to argument are evidence-based claims, requiring coordination of a claim with evidence bearing on it. We advocate a dialogic approach to developing argument skills and in the work reported here examine the further scaffold of prompts that exemplify functions of evidence in relation to a claim. This scaffold was successful in accelerating the prevalence of evidence-based claims in essays of low-performing middle schoolers compared to participants in the same year-long dialog-based intervention who received no or a limited form of evidence prompts and compared to previous samples engaged in a nondialogic curriculum. An experimental group achieved a proportion of evidence-based claims above 50% by the end of the year, transferring their newly developing skill from one topic to another. The use of different types of evidence emerged in a sequence corresponding to the cognitive demands they posed. Students first used support-own evidence. They used weaken-other evidence increasingly over time, but the two evidence types inconsistent with their position (support-other and weaken-own) showed lesser and later gains. Supporting a dialogic approach, qualitative data showed that evidence use occurred most readily in dialogs; then in individual writing on the same topic; and to a more limited extent in essays on a new, unstudied topic. 相似文献
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Teacher change towards developing competences for technology use in mathematics teaching has been the focus of current educational reforms worldwide. However, a considerable amount of research denotes the extent to which teachers resist a full integration of technology in mathematics classrooms. The present paper is based on an ethnographic study and focuses on how mathematics teachers – as they participate in an intensive training course – perform identity work whilst collectively articulating meanings concerning the potential of technology-based mathematics learning. By means of discourse theory, we analyse how they try to fix meaning as they engage and interact with varied discourses of ‘change’. Our findings indicate that mathematics teachers' attempts to articulate meaning are organised around discourses that concern directly societal and learning issues of technology use in mathematics teaching. 相似文献
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Vivian Maria Arakelian Cássia da Luz Goulart Renata Gonçalves Mendes Nuno Manoel de Sousa Renata Trimer Solange Guizilini 《Journal of sports sciences》2019,37(12):1420-1428
Aim was to identify critical load (CL) in young and elderly apparently healthy male cohorts. To contrast the metabolic, cardiovascular and perceptual responses on CL according to age. We evaluated 12 young (23 ± 3 years) and 10 elderly (70 ± 2 years) apparently healthy active males, who underwent: (1) 1 repetition maximum (1RM) test on a 45° Leg Press; (2) on different days, three high-intensity resistance exercise constant load tests (60%, 75% and 90% 1RM) until fatigue (Tlim). Absolute values of both the CL asymptote and curvature constant (kg) were significantly lower in elderly subjects (P < 0.05). In contrast, elderly subjects demonstrated a significantly higher number of repetitions at CL when compared with young subjects (P < 0.05). As expected, oxygen uptake (VO2) and heart rate (HR) during maximal aerobic exercise testing were significantly reduced in older subjects. However, percent-predicted aerobic capacity were higher in older subjects (P < 0.05). In addition, blood lactate ([La?]) corrected to Tlim and rating of perceived exertion values were greater in younger subjects at all intensities (P < 0.05). These findings, despite reduced force production in older subjects, endurance-related parameters are well preserved according to age-adjusted percent-predicted values in apparently healthy males. 相似文献
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Tania Gaspar Helena Bilimória Francisca Albergaria Margarida Gaspar Matos 《International Journal of Disability, Development & Education》2016,63(5):500-513
Children and adolescents with cognitive and developmental difficulties show difficulty in social interaction, feelings of rejection, autonomy, social rules and in behavioural and emotional self-regulation. Importantly, their subjective well-being is associated to social support and personal factors, such as self-esteem and a positive self-image. The data were collected in 16 schools, 8 in the North Region and 8 in the Lisbon Region of Portugal. The sample is composed by 1181 young people of which 51.5% were female, with ages ranging between 8 and 17 years. From the sample, 2.6% had special educational needs (SEN), and 3% did not use the Portuguese language at home. 12.2% had been retained one grade or more. Three regression models were built. Model 1 establishes the association between having SEN, grade and subjective well-being. The final model with all variables showed that social and personal characteristics present a stronger explicative value on children and adolescents’ subjective well-being. The model also showed that, when social and personal variables are included the association between being a student with SEN and well-being is not statistically significant. Research and intervention implications include the need to promote subjective well-being, social and personal skills and a positive development in children and adolescents with SEN. 相似文献
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Jorge Arede Pedro Esteves António Paulo Ferreira Jaime Sampaio Nuno Leite 《Journal of sports sciences》2013,31(19):2220-2227
ABSTRACTThe aims of this study were to examine the medium-term effects of previous experiences during early stages of sport development on physical capacities of under-13 (U-13) talented basketball players and, to identify variables that discriminated under-14 (U-14) national team training camp selection. Anthropometrical and physical measurements were collected during a basketball training camp. Previous sport experiences (6–10 years), maturity offset, power outputs for jumping and sprinting were determined. A cluster analysis was used to allocate the subjects according to their different levels of sport experiences (more specialized vs. less specialized) to allow creating a dummy variable for the subsequent analysis of the physical variables. A stepwise discriminant analysis was computed to identify the construct that best classifies selected and non-selected players for U-14 national team training camp. The less specialized group outscored more specialized in all physical parameters, irrespectively of gender. The Abalakov Jump Peak Power and Predicted Adult Height (PAH) could successfully discriminate selected from non-selected players for U-14 national team training camp in boys and PAHin girls. The diversified and non-specific sport stimulus during early ages seem to be determinant to the acquisition and development of fundamental movement skills of talented basketball players. 相似文献
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OBJECTIVE: The study examines the self-reported prevalence of childhood physical and sexual abuse in a large sample of Portuguese parents. METHOD: Nearly 1,000 parents (506 mothers and 426 fathers) were selected through public primary schools from the Northern area of Portugal. All completed the Portuguese version of the Childhood History Questionnaire (CHQ) [Journal of Family Violence 5 (1990) 15]. RESULTS: Results show that the prevalence of abuse was 73%, but more severe physical abuse involving sequelae/injury was reported by 9.5%. Most physical abuses began prior to age 13, with half continuing after age 13. No gender differences were found for rates of physical abuse. However, among the milder physical abuse without sequelae/injury, those women who experienced "whipping" or "slapping/kicking" were more likely to do so from their mothers than fathers. Among men who were "slapped/kicked" this was more likely to be from their fathers. Low rates of sexual abuse were found at 2.6% with no gender or age differences. Lack of a supportive adult in childhood related to the more severe abuses, but only in adolescence. Portuguese rates of abuse were consistently lower than those reported in USA and Spanish studies using the CHQ. CONCLUSIONS: This is the first retrospective, self-report study of childhood abuse in a large sample of Portuguese parents and, even with a participation rate of 69%, shows lower rates than in US and Spanish samples. 相似文献
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OBJECTIVES: To determine the self-reported prevalence of child and partner physical and emotional abuse in the north of Portugal and to investigate attitudes about these forms of family violence. METHODS: Data were collected by questionnaire from a representative sample of parents in two-parent families with children under the age of 18 years. A total of 2,391 parents participated (1,057 males), aged 20-67 years. Four questionnaires were used, one behavioral and one attitudinal, for each of the forms of abuse: child and partner. RESULTS: At least one act of emotional or physical abuse towards a child during the previous year was reported by 25.9% of participants (12.3% reported physically abusive and 22.4% emotionally abusive acts). Abuse of a partner was reported by 26.2% of participants; at least one act of physical abuse during the previous year was reported by 12% and of emotional abuse by 23.7%. The attitudinal data, however, showed general disapproval of the use of violence, both for disciplining children and within marital relationships. The degree of self-reported support for physical punishment was higher in participants who reported using abusive behavior. Females more commonly reported acts of child abuse, and males reported acts of partner abuse. Both forms of self-reported abuse showed an association with low educational and socio-economic status. CONCLUSIONS: This is the first study in Portugal to analyze family violence through self-report using a representative sample. The findings indicate that child and partner abuse constitute a significant problem in the region of northern Portugal. The discrepancy between the self-reported behavioral and attitudinal data may reflect conflicts in Portuguese society, which is undergoing substantial cultural changes. 相似文献
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