5112 research outputs found
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Globalising legal minds:navigating transnational learning landscapes with COIL initiatives
No full textRevealing legal histories:Reforming positive covenants in England through comparative insights
No full textAndrew M. Davis, Metaphysics of Exo-Life: Toward a Constructive Whiteheadian Cosmotheology (Grasmere: SacraSage Press, 2023). Pp. 195 + xvii. $24.99 (Pbk). ISBN 978-1-958670-04-0
No full textRelationality, connectedness and play:the spiritual dimension of young children’s friendships?
No full textFriendships are a fundamentally important part of young children’s lives. They offer a range of developmental benefits, and are usually framed through psychological and sociological perspectives. In this chapter, Adams explores the extent to which we might be able to also consider some aspects of them through spiritual lenses. In so doing, she also challenges education policy assumptions that friendships are always human-human. Four key themes are taken from the children’s spirituality literature and applied to friendships: connectedness and identity; meaning-making; meaning and purpose; and awe and wonder. The dark side of friendships is also considered from the perspective of dark spirituality, and how this might manifest and be addressed. Adams concludes that some aspects of young children’s friendships might be considered spiritual and offers suggestions for how practitioners might identify and nurture them in early years settings.<br/
Importance of fundamental movement skills to predict technical skills in youth grassroots soccer:a machine learning approach
Get PDFThis study determined the contributors to soccer technical skills in grassroots youth soccer players using a machine learning approach. One hundred and sixty-two boys aged 7 to 14 (mean ± SD = 10.5 ± 2.1) years, who were regularly engaged in grassroots soccer undertook assessments of anthropometry and maturity offset (the time from age at peak height velocity (APHV)), fundamental movement skills (FMS), perceived physical competence, and physical fitness and technical soccer skill using the University of Ghent dribbling test. Coaches rated player's overall soccer skills for their age. Statistical analysis was undertaken, using machine learning models to predict technical skills from the other variables. A stepwise recursive feature elimination with a 5-fold cross-validation method was used to eliminate the worst-performing features and both L1 and L2 regularisation were evaluated during the process. Five models (linear, ridge, lasso, random forest, and boosted trees) were then used in a heuristic approach using a small subset of suitable algorithms to achieve a reasonable level of accuracy within a reasonable time frame to make predictions and compare them to a test set to understand the predictive capabilities of the models. Results from the machine learning analysis indicated that the total FMS score (0 to 50) was the most important feature in predicting technical soccer skills followed by coach rating of child skills for their age, years of playing experience and APHV. Using a random forest, technical skills could be predicted with 99% accuracy in boys who play grassroots soccer, with FMS being the most important contributor.</p
Developing a teacher identity and creating professional relationships
No full textThe ITT Curriculum In 2019 the Government ordered an independent consultative review of all the Initial Teacher Training Providers in England. This became known as the Market Review. The outcome of consultation led to all ITT providers in the country having to apply for reaccreditation status. In the same year the Department for Education (DfE) published a document that replaced the previous Framework of Core Content for Initial Teacher Training (2016) had been created by experts in the ITT field, namely the Core Content Framework (2019). The ITT Core Content Framework (CCF) is designed to support trainee development in 5 core areas. · Behaviour management, · Pedagogy (teaching) · Curriculum (subject knowledge and planning) · Assessment (assessing pupils’ knowledge and progress) · Professional Behaviours Each area is presented in 8 sections and sets out two types of content within each area, key evidence statements, ‘Learn that…’ and details practice statements ‘Learn how to…’. The statements under pin the expectations of the whole Core Content Framework encompassing all the above key domains or areas. The domains define an entitlement for you as students as you begin to learn key subject knowledge and applied pedagogy from expert colleagues defined as Curriculum Based Learning and apply this knowledge and understanding of the in the classroom through opportunities to practice key skills, techniques and strategies in the setting during School Based Learning. The delivery of training on the curriculum and opportunities to review and ‘have a go at practising’ in school are carefully crafted so that they occur simultaneously (fluidly in a parallel). A deep knowledge of the content of the ITT curriculum and the CCF is therefore essential for all those involved in the training. The 8 sections provide a context and congruence for the Teachers’ Standards. These standards set the minimum requirements for teachers’ practice and conduct that have to be met by the end of an ITT programme
A meta-analytic review of the relation between spatial anxiety and spatial skills
Get PDFSpatial skills are key predictors of achievement in science, technology, engineering, and mathematics disciplines, despite being acquired through everyday life and not formally taught in schools. Spatial skills include a diverse group of abilities broadly related to reasoning about properties of space such as distance and direction. Recently, more research has investigated the link between spatial skills and spatial anxiety, defined as a fear or apprehension felt when engaged in spatial thinking. There has yet to be a meta-analytic review summarizing these findings. Thus, the goal of this preregistered meta-analytic review is to provide an estimate of the size of the relation between spatial anxiety and spatial skills while considering several moderators (grade/age group, sex, spatial skills measure/subtype, spatial anxiety measure/subtype, geographical region of sample, publication type/year, and risk of bias). Analyzing 283 effect sizes accumulated from research conducted between 1994 and 2020, we found a small, negative, and statistically significant (r = −.14) correlation between spatial anxiety and spatial skills. Results showed that effect sizes including mental manipulation anxiety, scalar comparison anxiety, and navigation skill were often significantly stronger than effect sizes including measures of other subtypes. The magnitude of the relation was not significantly different in children and adults, though effect sizes tended to be weaker for younger samples (r = −.08). Our results are consistent with previous findings of a significant relation between spatial anxiety and skills, and this work bridges a gap in the existing research, lending support to future research efforts investigating spatial cognition
Autistic adults exhibit a typical search advantage for facing dyads
No full textRecent findings obtained with non-autistic participants indicate that pairs of facing individuals (face-to-face dyadic targets) are found faster than pairs of non-facing individuals (back-to-back dyadic targets) when hidden among distractor pairings (e.g., pairs of individuals arranged face-to-back) in visual search displays. These results suggest that facing dyads may compete for observers' attention more effectively than non-facing dyads. In principle, such an advantage might aid the detection of social interactions and facilitate social learning. Autistic individuals are known to exhibit differences in visual processing that impede their perception of other individuals. At present, however, little is known about multi-actor visual processing in autism. Here, we sought to determine whether autistic individuals show a typical search advantage for facing dyads. In an online study, autistic and non-autistic participants were tasked with finding target dyads (pairs of faces arranged face-to-face or back-to-back) embedded among distractor dyads (pairs of faces arranged face-to-back). Relative to the non-autistic controls, the autistic participants took slightly longer to locate target dyads. However, a clear and comparable search advantage for facing dyads was seen in both participant groups. This preliminary evidence suggests that multi-actor processing of autistic participants exhibits typical sensitivity to dyadic arrangement.</p
