Discussing adapted physical education during IEP meetings: First-hand parent experiences and a supporting tool     

Scott W.T. McNamara  Lauren Lieberman  Brad Weiner  Brock McMullen 《Journal of Research in Special Educational Needs》2021,21(4):302-311

  相似文献   

Children,Religion, and the Ethics of Influence John Tillson Bloomsbury, 2019, Pp. 208.     

Lauren Bialystok 《Educational theory》2021,71(1):149-155

  相似文献   

News You Can Use or News That Moves?     

Lauren Kogen 《Journalism Practice》2019,13(1):1-15

This study investigates how journalists covering international humanitarian crises make decisions regarding what types of information to include in stories. Specifically, the inclusion/exclusion of solutions-oriented information is addressed, since crises represent a key time during which the potential for international engagement is discussed in the mainstream media. Interviews with journalists covering hunger crises in Africa reveal an internal tension between maintaining a neutral, unbiased position and writing in a way that supports engagement and action. Ironically, perhaps, journalists find that including solutions-oriented information amounts to unethical and biased coverage, despite the fact that inclusion of solutions to social problems is an accepted and institutionalized aspect of the US news media’s mandate to the public. Reasons for this seeming contradiction are discussed, and I argue that solutions-oriented information not only can be included without demonstrating bias, but that it ought to be included to support ethical coverage that properly informs citizens about potential paths for political engagement.  相似文献   

Assisting,Instructing, Assessing: 21st Century Student Centered Librarianship     

Lauren Newton  Daniel E. Feinberg 《The Reference Librarian》2020,61(1):25-41

ABSTRACT

For librarians at the University of North Florida, there was a need to move beyond information literacy instruction to one-on-one and small group research consultations to aid in student success. By staffing the research desk with staff and students, librarians were able to open their calendars to allow more time for in-person, phone, and online consultations to aid in meeting the research goals of students at the institution. After assessing the research consultation program for two years, there has been a positive correlation between research consultation usage, satisfaction in completing assignments, and student success measures throughout the university.  相似文献   

The link between student-perceived teacher talk and student enjoyment,anxiety and discursive engagement in the classroom     

Gaowei Chen  Jiahong Zhang  Carol K. K. Chan  Sarah Michaels  Lauren B. Resnick  Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N_{7th grade} = 1,146 and N_{8th grade} = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献   

Could Elementary Mathematics Textbooks Help Give Attention to Reasons in the Classroom?     

Douglas P. Newton  Lynn D. Newton 《Educational Studies in Mathematics》2007,64(1):69-84

Trainee teachers, new and non-specialist teachers of elementary mathematics have a tendency to avoid thought about reasons in mathematics. Instead, they tend to favour the development of computational skill through the rote application of procedures, routines and algorithms. Could elementary mathematics textbooks serve as models of practice and support the professional development of these teachers? Eighteen such textbooks for use by 7 to 11-year-old children in England were examined for their potential to help teachers attend to reasons. It was found that they were unlikely to point teachers towards reasons for patterns and procedures. Although some had the potential to help in introducing and structuring a lesson, they were unlikely to induce the teacher to address matters of understanding in their discourse. Their implicit message tended to be that mathematics education is about computational skill development through routines, algorithms and practice.  相似文献   

Pell Grants as Performance-Based Scholarships? An Examination of Satisfactory Academic Progress Requirements in the Nation’s Largest Need-Based Aid Program     

Lauren Schudde  Judith Scott-Clayton 《Research in higher education》2016,57(8):943-967

  相似文献   

The Development of Chemical Language Usage by “Non-traditional” Students: the Interlanguage Analogy     

Rees  Simon  Kind  Vanessa  Newton  Douglas 《Research in Science Education》2021,51(2):419-438

Research in Science Education - Students commonly find specialist scientific language problematic. This study investigated developments in chemical language usage by six non-traditional students...  相似文献   

I'm Going to Instagram It! An Analysis of Athlete Self-Presentation on Instagram     

Lauren Reichart Smith  Jimmy Sanderson 《广播与电子媒介杂志》2015,59(2):342-358

Using Goffman's notions of self-presentation and gender displays, the following study examines the Instagram feeds of 27 professional athletes to determine how athletes are using the visual social media site for self-presentation. A mixed methods approach examined the photographs and captions to determine what behaviors and themes emerged. Through content analysis, the self-presentation styles of athletes of both genders, as well as the main differences between them were examined, and significant differences emerged that confirmed the previously established gender norms. Through textual analysis, findings with respect to captions align with previous research on athlete self-presentation on social media. Theoretical and practical implications, as well as directions for future research are discussed.  相似文献   

Impact of age on haematological markers pre- and post-marathon running     

Thomas G. Martin  Rachel W. Pata  Johanna D’Addario  Lauren Yuknis  Rebecca Kingston  Richard Feinn 《Journal of sports sciences》2015,33(19):1988-1997

This study investigated whether haematological markers differ between young and masters marathon participants, running at similar performance levels. Nine young (31.89 ± 4.96 years) and eight masters (63.13 ± 4.61 years) runners participated. At five time points (pre-race through 54 h post-race), a complete blood cell count, basic metabolic panel and creatine kinase (CK) isoenzyme panel were assessed. Race performance was standardised using the World Masters Association Age Grading Performance Tables. Total CK levels were elevated for all participants at all time points post-race (P < 0.001). The CK-isoenzyme MB% was elevated across groups at 6, 30 and 54 h post-race (P < 0.01, P < 0.01 and P < 0.05), with masters runners having a higher CK-MB% at 30 and 54 h (P < 0.05, P < 0.05). Total white blood cell and neutrophil counts were elevated through 6 h post-race (P < 0.001), with higher levels found in younger runners (P < 0.001). When considering all blood work, masters runners had a higher number of abnormal values at 6, 30 and 54 h post-race (P < 0.05, P < 0.01 and P < 0.05). In conclusion, masters runners demonstrated sustained CK-MB elevation, which may suggest greater cardiac stress. However, future studies using additional cardiac markers should be completed to confirm these findings. In addition, masters runners showed an increased number of laboratory values outside normal range, indicating the body’s reduced capacity to respond to marathon running.  相似文献