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Artigos de revistas sobre o assunto "Class Pass Intervention"
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Henaghan, Jayne, Nicola McWhannell, Lawrence Foweather, N. Tim Cable, Alan M. Batterham, Gareth Stratton e Keith P. George. "The Effect of Structured Exercise Classes and a Lifestyle Intervention on Cardiovascular Risk Factors in Primary Schoolchildren: An Exploratory Trial (The A-CLASS Project)". Pediatric Exercise Science 20, n.º 2 (maio de 2008): 169–80. http://dx.doi.org/10.1123/pes.20.2.169.
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This exploratory trial evaluates the effect of a structured exercise (STEX) or lifestyle intervention (PASS) program upon cardiovascular (CV) disease risk factors in children. Sixty-one schoolchildren were randomly assigned by school to an intervention or control (CON) condition. The effect of the STEX (compared with CON) was a mean benefit of −0.018 mm for average maximum carotid intimamedia thickness. The PASS intervention did not result in clinically important effects, and no other substantial changes were observed. Relatively high probability of clinically beneficial effects of the STEX intervention suggests that a larger, definitive randomized trial with longer follow-up is warranted.
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King, Kathleen R., Christine Rivera Gonzales e Wendy M. Reinke. "Empirically Derived Subclasses of Academic Skill Among Children at Risk for Behavior Problems and Association With Distal Academic Outcomes". Journal of Emotional and Behavioral Disorders 27, n.º 3 (7 de fevereiro de 2018): 131–42. http://dx.doi.org/10.1177/1063426617754082.
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Students with early indicators of behavior risk have predictable, negative outcomes, and those with co-existing academic problems have significantly more negative outcomes. Identifying academic subclasses of students with behavior risk can inform integrated interventions and school-based problem-solving teams. In addition, identifying academic strengths among a population of children typically only differentiated by severity of maladaptive behaviors may offer insight into academic resiliency. Using a sample of 676 elementary school students identified as behaviorally at risk, latent class analysis of reading and math indicators was conducted. Results indicated a three-class structure was the best fit for these data, with Class 1 (25%) having the least academic risk, Class 2 (37%) as below average reading and math, and Class 3 (38%) with significant academic deficits. Class membership was found to significantly predict end of year statewide assessment performance. While those behaviorally at-risk students with co-occurring academic deficits were very likely to fail the end of year assessments (Class 3; 88%–99% failure rates), those with stronger academic skills (Class 1) were increasingly more likely to pass (47%–56% pass rates). Practical implications, including intervention selection, and future directions are discussed.
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Moore, Tara C., Andrew J. Alpers, Rachael Rhyne, Mari Beth Coleman, Jason R. Gordon, Stephanie Daniels, Christopher H. Skinner e Yujeong Park. "Brief Prompting to Improve Classroom Behavior: A First-Pass Intervention Option". Journal of Positive Behavior Interventions 21, n.º 1 (16 de maio de 2018): 30–41. http://dx.doi.org/10.1177/1098300718774881.
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Two studies were conducted to examine the effects of a brief prompting intervention (verbal and visual reminder of classroom rules) to improve classroom behavior for an elementary student during small-group reading instruction in a special education classroom (Study 1) and for three high school students with mild disabilities in an inclusive general education classroom (Study 2). Using within-participant reversal designs, the teachers provided brief reminders of behavioral expectations just before class. Teachers were instructed to respond to the students’ appropriate and inappropriate behaviors in a typical manner to ensure no programmed changes in the contingencies for student behavior. Results indicated improvements in classroom behavior for all four students, and teachers and students indicated positive perceptions about the intervention and its effects. Implications for future research and practice are discussed.
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Collins, Tai A., Clayton R. Cook, Evan H. Dart, Diana G. Socie, Tyler L. Renshaw e Anna C. Long. "IMPROVING CLASSROOM ENGAGEMENT AMONG HIGH SCHOOL STUDENTS WITH DISRUPTIVE BEHAVIOR: EVALUATION OF THE CLASS PASS INTERVENTION". Psychology in the Schools 53, n.º 2 (23 de dezembro de 2015): 204–19. http://dx.doi.org/10.1002/pits.21893.
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Narozanick, Taylor, e Kwang-Sun Cho Blair. "Evaluation of the Class Pass Intervention: An Application to Improve Classroom Behavior in Children With Disabilities". Journal of Positive Behavior Interventions 21, n.º 3 (24 de outubro de 2018): 159–70. http://dx.doi.org/10.1177/1098300718806650.
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Cook, Clayton R., Tai Collins, Evan Dart, Michael J. Vance, Kent McIntosh, Erin A. Grady e Policarpio DeCano. "EVALUATION OF THE CLASS PASS INTERVENTION FOR TYPICALLY DEVELOPING STUDENTS WITH HYPOTHESIZED ESCAPE-MOTIVATED DISRUPTIVE CLASSROOM BEHAVIOR". Psychology in the Schools 51, n.º 2 (27 de novembro de 2013): 107–25. http://dx.doi.org/10.1002/pits.21742.
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Adera, Ogutu Tobias, Kochung Edwards Joash, Adoyo Peter Oracha e Matu Peter Maina. "Assessment of English Grammar Functioning Level of Class Three Prelingually Deaf Learners in Kenya". Journal of Educational and Social Research 7, n.º 1 (26 de janeiro de 2017): 49–59. http://dx.doi.org/10.5901/jesr.2017.v7n1p49.
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AbstractLearners in different countries are currently being taught language at their functioning level irrespective of grade levels. District Evaluation Tests in Kenya indicate that Class Three prelingually deaf learners are not being taught English at their functioning level. During the period 2010 - 2012, the learners obtained mean scores of 19.1-29.9%. However, the results did not show their functioning level in grammar to facilitate suitable intervention The purpose of the study was to assess the leaners′ functioning level in English grammar.. Theory of Syntax by Noam Chomsky was adapted and used. The study employed qualitative and evaluative research designs Study population consisted of 337 prelingually deaf learners and 65 English teachers. Multi-Stage and purposive sampling techniques were used to select 178 learners and 16 teachers respectively for the study Data was collected using a questionnaire and a test. The instruments were verified for validity. and tested for reliability. Data was analyzed using descriptive statistics and error analysis. None (0.0%) of the 178 learners obtained the criterion pass mark of 50%. The learners′ functioning level in English grammar was found to be at Class One level at the beginning of the school year. It was recommended that the learners be taught English grammar from Class One level at the beginning of the school year. The findings may be used by schools and the Ministry of Education for intervention.
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Miałkowska-Kozaryna, Milena. "Teacher, speak slang! – language as the basic tool of the teacher's work". Problemy Opiekuńczo-Wychowawcze 587, n.º 2 (29 de fevereiro de 2020): 34–41. http://dx.doi.org/10.5604/01.3001.0013.8196.
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Language is the basic tool for the teacher's work. Meanwhile, pedagogues often forget that this tool becomes obsolete, just like the knowledge they pass on in class. The article is an attempt to draw attention to the need to learn the language spoken by young people. Thanks to this, teachers can often understand the student's statement, and thus – take appropriate intervention. It is necessary to know everyday expressions, know what the abbreviations used in text messages mean, and above all be sensitive to phrases that may indicate pathological behaviour. The article contains a few examples of words whose meaning is worth knowing when working with young people.
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Rodrigues, Yuri Elias, Evandro Manica, Eduardo Rigon Zimmer, Tharick Ali Pascoal, Sulantha Sanjeewa Mathotaarachchi e Pedro Rosa-Neto. "Wrappers Feature Selection in Alzheimer's Biomarkers Using kNN and SMOTE Oversampling". TEMA (São Carlos) 18, n.º 1 (22 de maio de 2017): 15. http://dx.doi.org/10.5540/tema.2017.018.01.0015.
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Biomarkers are a characteristic that is objectively measured and eval-uated as an indicator of normal biological processes, pathogenic processes or phar-macological responses to a therapeutic intervention. The combination of dierentbiomarker modalities often allows an accurate diagnosis classication. In Alzheimer'sdisease (AD), biomarkers are indispensable to identify cognitively normal individ-uals destined to develop dementia symptoms. However, using the combination ofcanonical AD biomarkers, studies have repeatedly shown poor classication ratesto dierentiate between AD, mild cognitive impairment and control individuals.Furthermore, the design of classiers to access multiple biomarker combinationsincludes issues such as imbalance classes and missing data. Since the numberbiomarker combinations is large then wrappers are used to avoid multiple com-parisons. Here, we compare the ability of three wrappers feature selection methodsto obtain biomarker combinations which maximize classication rates. Also, ascriterion to the wrappers feature selection we use the k-nearest neighbor classi-er with balance aids, random undersampling and SMOTE. Overall, our analysesshowed how biomarkers combinations aects the classier accuracy and how imbal-ance strategy improve it. We show that non-dening and non-cognitive biomarkershave less accuracy than cognitive measures when classifying AD. Our approach sur-pass in average the support vector machine and the weighted k-nearest neighborsclassiers and reaches 94.34 ± 3.91% of accuracy reproducing class denitions.
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Siddiqui, Ozma, e Fatimah M. A. Alghamdi. "Implementing Differentiated Instruction in EFL Remedial Classes: An Action Research". Education and Linguistics Research 3, n.º 2 (9 de outubro de 2017): 89. http://dx.doi.org/10.5296/elr.v3i2.11726.
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Since English language teaching became a compulsory part of the curriculum in all institutes of higher education in Saudi Arabia, different syllabi and teaching methodologies have been experimented to help adult students learn the language effectively, particularly within first-year university preparatory programs. However, despite the huge efforts in aiding the educational process of English as a foreign language (EFL), there is a large turnout of students not meeting the criteria needed to pass their preparatory year. As students are enrolled in one EFL program with the same textbook and are expected to achieve the same benchmarks, there has arisen a need to reexamine the mode in which the curriculum is being delivered. The way forward seems to be remedial intervention that addresses the inadequacies of the non-progressing learners, and utilizes an instructional approach that modifies material and instruction to meet learners’ individual needs. The approach which takes into account individual differences has been known amongst educationalists as Differentiated Instruction (DI). This action research investigation seeks to explore DI as it is being implemented at an EFL remedial program, its procedures and outcomes. We hypothesize that students would benefit from the varied instruction, modified materials and flexible grouping within the class setup. Quantitative data was collected in the form of the grades of a pretest and a posttest. The differences in the results of the two sets of tests showed positive impact of implementing DI on learning, and were found to be statistically significant. Also, tutors' opinions were sought through a mini questionnaire consisting of open-ended questions. It is hoped that the action research thus conducted will contribute to answering pertinent questions and benefit the EFL remedial practice as well as future studies.
Teses / dissertações sobre o assunto "Class Pass Intervention"
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Zuniga, Andrea N. "Using Class Pass Intervention (CPI) to Decrease Disruptive Behavior in Children". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7994.
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Finding of previous research has shown that disruptive behavior can impair students’ academic success (Pierce, Reid, & Epstein, 2004), as well as increase teacher’s stress level (Westling, 2010). Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement, however, thus far research on the effects of CPI has been limited to typically developing elementary and high school students with escape and attention-maintained problem behaviors. Therefore, the purpose of this study was to replicate and extend previous research on the effects of CPI on problem behavior and academic engagement however with students whose problem behavior was multiply-maintained. The study used a multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in problem behavior and increase in academic engagement for two students with ADHD and one student at risk of ADHD, all of whom engaged in problem behavior maintained by escape, access to attention, or both. In addition, results of a social validity assessment completed with teachers and students indicated that the intervention was effective and easy, respectively.
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Andreu, Madison. "Using the Class Pass Intervention (CPI) for Children with Disruptive Behavior". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6168.
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The Class Pass Intervention (CPI) is designed for students who engage in escape-motivated problem behavior to avoid or escape difficult or aversive academic work and who are not responsive to the system-wide universal supports provided to all students. Research on the CPI is in its initial stages and requires replications to be proven effective in multiple settings and become evidenced-based. Therefore, the purpose of the study was to expand the literature on CPI by targeting elementary school students and assess its impact on decreasing disruptive behavior maintained by attention and on increasing academic engagement. The study involved 4 students with disruptive classroom behavior and low academic engagement and their 2 classroom teachers. A multiple-baseline design across participants was used to demonstrate the intervention outcomes. The intervention was implemented during a targeted routine or academic time period when behavior was most likely to occur. Results indicated that teachers implemented the CPI with high levels of fidelity, and their implementation was effective in increasing academic engagement and decreasing disruptive behavior with all participants. The intervention effects were maintained after undergoing fading for all 4 students and during 2-week follow-up for 2 students. The results of social validity assessments indicated students and teachers found the intervention to be acceptable and effective. Limitations and implications for future research are discussed.
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Narozanick, Taylor. "Evaluation of the Class Pass Intervention (CPI): An Application to Improve Classroom Behavior in Children with Disabilities". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6913.
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The Class Pass Intervention (CPI) is designed to be implemented within school-wide PBIS to decrease disruptive behavior and teach an appropriate replacement behavior for students needing Tier 2 intervention. The purpose of the present study was to extend the literature on the CPI by further evaluating the impact of the first component of the CPI on disruptive behavior and academic engagement of elementary school children with disabilities engaging in mild to moderate disruptive behavior. Three students and their respective teachers participated in the study. A multiple baseline across participants design with an embedded reversal was used to demonstrate the impact of the CPI on student behavior during a targeted problematic routine. The results indicated that the CPI was effective in decreasing disruptive behavior and increasing academic engagement for all participating students. Results were maintained for one participant while fading the magnitude of the intervention. Students and teachers rated CPI as effective and acceptable.
Livros sobre o assunto "Class Pass Intervention"
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Davis, Dana-Ain. Reproductive Injustice. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479812271.001.0001.
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The premature birth rate in the United States has been persistently high among Black women for many decades. While most research on the topic of premature birth involves poor and low-income women, this book focuses on the experiences of more affluent women to show that race is as much a common denominator as class in adverse birth outcomes. Using the afterlife of slavery framework, the book argues that racism shapes professional and college-educated Black women’s prenatal and birthing medical encounters, which have precedents that emanate from slavery. The book weaves in historic examples of medical racism, offering analytical context for understanding contemporary Black women’s interpretations of medical encounters of prenatal care, labor, birthing, and the admission of their premature child to the neonatal intensive care unit. Based on ethnographic observations, archival research, and nearly fifty interviews with parents, medical professionals, public health administrators, and birth workers, including midwives, doulas and reproductive justice advocates, the book is divided into two parts. Part I offers definitions of prematurity, outlines some of its causes, and describes what it is like to have a premature child. This part also explores the everyday forms of racism, such as diagnostic lapses or being dismissed by medical personnel, and links those experiences to past ideologies and practices of medical racism. Part II uses a critical racial lens to explore three strategies to address prematurity: technological intervention, public health intervention, and the preventionist approach taken up by birth workers. The conclusion gestures toward ideas to address medical racism.
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Selden, Daniel L., e Phiroze Vasunia, eds. The Oxford Handbook of the Literatures of the Roman Empire. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199699445.001.0001.
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This handbook is currently in development, with individual articles publishing online in advance of print publication. At this time, we cannot add information about unpublished articles in this handbook, however the table of contents will continue to grow as additional articles pass through the review process and are added to the site. Please note that the online publication date for this handbook is the date that the first article in the title was published online. For more information, please read the site FAQs. The Oxford Handbook of the Literatures of the Roman Empire makes a decisive intervention in contemporary scholarship in at least two ways. The principal purpose the volume is to increase awareness and understanding of the multiplicity of literatures that flourished under Roman rule—not only Greek and Latin, but also Hebrew, Syriac, Coptic, Mandaic, etc. Beyond this, the volume also covers a number of literatures (e.g., South Arabian, Pahlavi, Old Ethiopic) which, while strictly independent of Roman imperial domination, nonetheless evolved dialectically in relation to it. Secondly, in presenting this array of different literatures within a single volume, the Handbook aims to facilitate further research into the relationship between literature and empire in the Roman world—an emergent field of increasing importance to such disciplines as classical scholarship, Mediterranean studies, and postcolonialism. No such overview of this material currently exists: accordingly, the volume promises both to clear up numerous understandings about the range and variety of the literary evidence per se, as well as significantly reshape current thinking about the content and character of ‘Roman literature’ as a whole. The Handbook consists of two parts: Part I presents a series of thematic chapters conceived as propaedeutic to Part II, which provides a systematic treatment of the different literatures— arranged by language—that the Roman Empire harboured roughly between the battle of Actium in 31 BCE and the Arab conquest of Egypt in 642 CE. Such a collection has never before appeared within the compass of a single volume: what students and scholars will find here are introductory but expert presentations not only of the major literatures of the of Empire—Latin, Greek, Hebrew, Syriac, Coptic—but also of the numerous minor literatures, which have for the most part been heretofore accessible only through the consultation of scattered sources that—outside of world‐class libraries, museums, and special collections—generally prove difficult to find. Since no prior collection of these literatures exists, their very collocation is itself bound to provoke questions.
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Sonn, Tamara, ed. Overcoming Orientalism. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190054151.001.0001.
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The term “Orientalism” reduces Islam and Muslims to stereotypes of ignorance and violence, in need of foreign control. In scholarly discourse, it has been used to rationalize Europe’s colonial domination of most of the Muslim world and continued American-led interventions in the postcolonial period. In the past thirty years it has been represented by claims that a monolithic Islam and equally monolithic West are distinct civilizations, sharing nothing in common and, indeed, involved in an inevitable “clash” from which only one can emerge the victory. Most recently, it has appeared in alt-right rhetoric. Anti-Muslim sentiment, measured in public opinion polls, hate crime statistics, and legislation, is reaching record levels. Since John Esposito published his first book nearly forty years ago, he has been guiding readers beyond such politically charged stereotypes. This Festschrift highlights the contributions of scholars from a variety of disciplines who, like—and often inspired by—John Esposito, recognize the misleading and politically dangerous nature of Orientalist polarizations. They present Islam as a multifaceted and dynamic tradition embraced by communities in globally interconnected but substantially diverse contexts over the centuries. The contributors follow Esposito’s lead, stressing the profound commonalities among religions and replacing Orientalist discourse with holistic analyses of the complex historical phenomena that affect developments in all societies. In addition to chapters focusing on diversity among Muslims and interfaith relations, this collection includes chapters assessing the secular bias at the root of Orientalist scholarship, and contemporary iterations of Orientalism in the form of Islamophobia.
Capítulos de livros sobre o assunto "Class Pass Intervention"
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Orr, Lynne, Linda Weekley, Sharon C. Little e Robert P. Hogan. "Online Strategies for Stimulating Learner Engagement". In Early Warning Systems and Targeted Interventions for Student Success in Online Courses, 177–98. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5074-8.ch009.
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Active student engagement in online classes is an important component of retention, pass rates, and student satisfaction. Although online class enrollment has grown steadily over the past several years, student retention is 8% less compared to on-campus courses. Synchronous instructional strategies can encourage online student engagement. In this chapter, the reader will gain an understanding of the benefits of online student engagement as described by three professors using synchronous strategies in their online courses. The increasing global demand for job training, professional development, and affordable education can only be met with online programs. However, asynchronous delivery fails to develop social skills and analytical thinking. The chapter describes innovative, cost effective synchronous approaches, and concludes with suggestions for further research to improve online student success.
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Silva, Daniel F. "Imperial Cryptonomy: Colonial Specters and Portuguese Exceptionalism in Isabela Figueiredo’s Caderno de Memórias Coloniais". In Anti-Empire: Decolonial Interventions in Lusophone Literatures, 173–207. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781786941008.003.0006.
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In opposing mainstream metropolitan narratives of the imperial past, Figueiredo’s memoir retells many of her traumatic experiences growing up in the colony, beginning with her formation as a gendered and racialized subject and the teaching of desire by her social and familial circles of colonists. She, in other words, utilizes her own placement into Empire’s discursive field in order to contest the metropolis’s dominant post-imperial narrative regarding its colonial past. Of the different characters that emerge from her memoir, her father is undoubtedly the most prevalent. For instance, Figueiredo notably equates her father with colonialism, as the embodiment and voicing of race, gender, and class-based power. The ubiquity of the father in her narrating of the past urges us to think of him as a specter, one that repeatedly destabilizes the present, both hers and that of the former metropolis. This chapter thus utilizes Jacques Derrida’s concept of spectrality in dialogue with his engagement with Maria Torok and Nicholas Abraham’s notion of cryptonomy. The goal of this particular inquiry is to understand the ideological relationship between the field of racial, socio-economic and sexual meaning experienced by Figueiredo as a colonist and the official political narrative of Portuguese pluri-continentality and amicable colonialism promoted during and after the final three decades of Portuguese imperialism.
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Massberg, Steffen, Julinda Mehilli e Adnan Kastrati. "The role of bivalirudin in percutaneous coronary intervention". In Oxford Textbook of Interventional Cardiology, 440–56. Oxford University Press, 2010. http://dx.doi.org/10.1093/med/9780199569083.003.025.
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Rapid progress has been made in interventional cardiology over the past years, and many patients with coronary artery disease, even those with complex lesions, are nowadays being treated with percutaneous coronary interventions (PCI). As a result, a major focus of current cardiovascular research is on reducing negative peri-procedural clinical events associated with PCI, particularly in high-risk patients. Among the most dangerous peri-procedural events are thrombotic complications, leading to recurrent myocardial or cerebral ischaemia, often with fatal outcome. Anticoagulant and antithrombotic treatment, therefore, is an integral part of current PCI strategies. It is needless to say that prevention of procedural thrombotic events with the use of anticoagulants occurs at the expense of severe bleeding complications. Hence, there has been a strong effort over recent years to develop and validate novel anticoagulant regimens that provide protection against thrombotic complications, but have only minor effects on normal haemostasis. Until recently, the standard anticoagulation therapy during PCI consisted in either unfractionated (UFH) or low-molecular-weight heparin (LMWH) that prevent coagulation indirectly by activation of antithrombin (AT). Once activated, AT inactivates thrombin and other proteases involved in blood clotting. However, only recently direct thrombin inhibitors (DTI) have been introduced as an alternative anticoagulant strategy in patients undergoing PCI. Bivalirudin is the most prominent member of the DTI class, directly inhibiting free- and clot-bound thrombin. Use of bivalirudin has recently been shown to result in a significant reduction of bleeding without an increase in thrombotic or ischaemic endpoints compared to heparin and glycoprotein (GP) IIb/IIIa inhibitors in patients presenting with acute coronary syndromes (ACS). This chapter will give an overview of the pharmacology and mechanism of action of bivalirudin and summarize results from recent clinical trials evaluating the use of bivalirudin in patients undergoing PCI.
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Dabrowski, Vicki. "Austerity Future(s)?" In Austerity, Women and the Role of the State, 137–54. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529210521.003.0007.
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This chapter pays particular attention to how women's future imaginaries are felt in the present. It explores how austerity affects these imaginaries and asks which types of futures have women begun to imagine in the context of austerity. Women's future imaginings are multiple and are affected particularly by class positioning. The chapter changes its focus to reveal the ways in which austerity affects women's access to different kinds of imagined and real futures. Making interventions into some of the more utopian and post-political futures' research and thinking, this chapter specifically reflects on the different ways in which austerity distributes social distress and anxiety. Ultimately, it presents a nuanced analysis of how women imagine but also plan their future.
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Haverty-Stacke, Donna T. "Conclusion". In The Fierce Life of Grace Holmes Carlson, 221–26. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479802180.003.0008.
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The conclusion reflects on the significance of Grace’s life in terms of the three main historiographical interventions of the book. It argues that her story demonstrates the complexity of class identity as a social category that is forged from multiple, intertwined experiences and perceptions and that evolves over time. It concludes that Grace’s experiences reveal the vitality of working-class and left-wing feminisms that existed during what has been considered the doldrums of the women’s movement. It notes how her life in the SWP also provides a window into the inner workings of the Trotskyist movement, particularly for women at the branch level, and into the social world of platonic and romantic relationships that were so central to sustaining that radical community. And it draws attention again to how her interactions with women religious, priests, and various institutions within the Church that informed her cosmology and activism are a rich source for understanding the contours of lived Catholicism in twentieth-century America, making the case for taking religion seriously as it is experienced by people in the past as a fundamental factor in their lives.
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deHaan, Jonathan, e Neil H. Johnson. "Second Language Strategic Interactions Using Emerging Technologies and Experiential Learning". In Educational Stages and Interactive Learning, 306–30. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch018.
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The affordances provided by technology for increasing efficacy of foreign language education have been a major research area within applied linguistics over the past thirty years or so (see Levy & Stockwell, 2006, for an overview). In a Japanese context, there are culturally-based issues with foreign language education at the tertiary level, such as large class sizes and low student motivation, that present educators with specific challenges where technology may provide effective mediational means to improve practice and learner outcomes. In this chapter, the authors describe an eight-week teaching intervention that was designed, through digital and web technologies readily available to teachers, to improve the communication skills of Japanese university students of English. The strategic interaction framework, developed by Di Pietro (1987), was enhanced by use of digital video and a freely available wiki site. Performances were digitally video recorded and uploaded to a private wiki and participants used this to evaluate, transcribe, and self-correct their performances. The instructor then used the video and text to focus post-performance group debriefing sessions. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students’ oral communication development. Technical and pedagogical recommendations are offered.
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deHaan, Jonathan, e Neil H. Johnson. "Second Language Strategic Interactions Using Emerging Technologies and Experiential Learning". In Cross-Cultural Interaction, 699–723. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch040.
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The affordances provided by technology for increasing efficacy of foreign language education have been a major research area within applied linguistics over the past thirty years or so (see Levy & Stockwell, 2006, for an overview). In a Japanese context, there are culturally-based issues with foreign language education at the tertiary level, such as large class sizes and low student motivation, that present educators with specific challenges where technology may provide effective mediational means to improve practice and learner outcomes. In this chapter, the authors describe an eight-week teaching intervention that was designed, through digital and web technologies readily available to teachers, to improve the communication skills of Japanese university students of English. The strategic interaction framework, developed by Di Pietro (1987), was enhanced by use of digital video and a freely available wiki site. Performances were digitally video recorded and uploaded to a private wiki and participants used this to evaluate, transcribe, and self-correct their performances. The instructor then used the video and text to focus post-performance group debriefing sessions. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students' oral communication development. Technical and pedagogical recommendations are offered.
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Tomlinson, Sally. "A dog’s breakfast Brexit, 2016-18". In Education and Race from Empire to Brexit, 201–24. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447345824.003.0010.
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The final chapter covers a turbulent period in British politics as Parties and politicians fought to present their version of a Brexit to the British public, which remained divided by nation, class, race, age, gender and geography. Civil servants joked about the creation of an Empire 2.00, and in July 2018 Prime Minister May produced a ‘Chequers Plan’ for a ‘soft Brexit’ which caused the resignation of several ministers, who were determined on a ‘hard Brexit’ which would decisively cut the country off from a European Union. Black and other minorities had made advances in plural coexistence in a reluctant society and many younger people were learning to live together. But there were few signs that the those in charge of education were willing or able to think what a system for a more equal, globally oriented, socially and racially just education system and curriculum would look like. There is little evidence that schools or higher education have come to terms with a post-imperial role and Britain’s changed position in the world, despite positive interventions by black and minority writers, academics and students. The consequences of xenophobic and racist understandings of past decades will not be changed by teaching questionable ‘British Values’ and continuing to blame migrants and minorities for the consequences of austerity programmes. Ignorance of the past and presentation of a future where Britain is ‘Great’ again is more likely to lead to hostile nationalist sentiments and continued blaming of migrants and minorities as the country comes to terms with its waning influence on world affairs.
Trabalhos de conferências sobre o assunto "Class Pass Intervention"
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Pilatti, Angelina, Adrian Bravo, Yanina Michelini, Gabriela Rivarola Montejano e Ricardo Pautassi. "Contexts of Marijuana Use: A Latent Class Analysis among Argentinean College Students". In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.23.
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Background: Substance use and the association between substance-related variables and outcomes seem to be context dependent. We employed Latent Class Analysis (LCA), a person-centered approach, to identify distinct subpopulations based on contexts of marijuana use. We also examined whether the resulting classes differ in a set of marijuana-related variables that hold promise as potential targets of interventions. Method: A sample of 1083 Argentinean college students (64% women; M age = 19.73±3.95) completed an online survey that assessed substance use and related variables (motives for substance use, protective behavioral strategies [PBS] and internalization of the college marijuana use culture). For the present study, only data from students that reported last month (i.e., past 30-day) marijuana use (n = 158) were included in the analysis. Participants reported whether or not they used marijuana in different places (i.e., own house, party at home, friends’ house, parties at friends' house, university party, non-university party, bar, dance-club, outside [street, park], or pregaming) or social contexts (i.e., alone, with family members, strangers, boyfriend/girlfriend, close friend, small group of same-sex friends, ≥10 same-sex friends, small co-ed group of friends, ≥10 co-ed friends). Results: LCA identified a 2-classes model for marijuana use context. Class 1 comprised 40% of last-month marijuana users. Students within this class endorsed a high probability of consuming marijuana across different places (e.g., at home, at parties, outdoors) and social contexts (e.g., close friend and in small same sex and coed groups). Participants in Class 2 exhibited a low endorsement of marijuana use across contexts, yet they reported a moderate to high probability of using marijuana with a small group of same-sex friends or with the close friend, at a friend’s home. The two classes significantly differed, as shown by Student’s t, on all marijuana outcomes (i.e., use and negative consequences) and marijuana-related variables (motives, PBS and internalization of the college marijuana use culture). Students in class 2 exhibited significantly less marijuana use, both in terms of frequency and quantity, and less marijuana-related negative consequences than those in class 1. The latter class exhibited more normative perceptions about marijuana use in college, more marijuana use motives -particularly social, coping and expansion motives- and less use of PBS than students in class 2 did. Conclusions: Our findings revealed subpopulations of college students that are heterogeneous regarding contexts of marijuana use, patterns of use and in a number of relevant variables. These distinctive subpopulations require different targeted interventions.