СОЦИАЛЬНО-ПЕДАГОГИЧЕСКИЕ ЭФФЕКТЫ ДИСТАНЦИОННОЙ ФОРМЫ ОБУЧЕНИЯ НА ПРОЦЕСС ПРИОБЩАЮЩЕГО ОБРАЗОВАНИЯ ДЕТЕЙ В НЕРАВНОЦЕННОМ ПОЛОЖЕНИИ

The article reveals the features of physical education of students in terms of distance learning. The main effects of sedentary lifestyle of student youth on their body are revealed. There is a tendency to reduce the motor activity of students, as most of the time students spend on gadgets. Ways and methods of involving student youth in physical exercises in the conditions of distance learning are offered. The role, place and opportunities of distance learning in physical education for students and teachers are determined. The concept of "distance learning technologies" is revealed. Physical education is the only recreational discipline in high school that directly aimed at maintaining the health of the student during the assimilation significant amounts of theoretical material. Reasonably planned motor activity is available the key to gaining strong immunity and disease prevention. In conditions for withdrawal of the discipline "Physical Education" from the curricula of the Free Economic Zone, it is this factor that is often not possible for its quality. The education system, which has developed over the centuries, has undergone significant modernization in recent years connection with the development and practical use of new information and telecommunication technologies. Traditional communication between teacher and students in lectures, seminars and laboratories classes are largely beginning to be replaced by student-computer communication, teacher-telecommunications system. The above-mentioned changes are most concentrated in the system of distance education. They all note that the formation of personal beliefs regarding the importance of physical activity in human life is a leading factor education of a healthy generation.

Download Full-text

Structural analysis using signed evaluations Distance learning into the new millennium

Futures ◽

10.1016/s0016-3287(98)80005-0 ◽

1998 ◽

Vol 30 (4) ◽

pp. 323-343 ◽

Cited By ~ 2

Author(s):

R Roberts

Keyword(s):

Distance Learning ◽

Structural Analysis ◽

New Millennium

Download Full-text

Remarks on Extensions of the Anderson-Federer (0, 1)-Matrix procedure for main Effects to Effects of a Higher Degree

Communications in Statistics - Simulation and Computation ◽

10.1080/03610917508548438 ◽

1975 ◽

Vol 4 (9) ◽

pp. 797-811

Author(s):

H. Pesotan ◽

B. L. Raktoe

Keyword(s):

Main Effects

Download Full-text

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000112 ◽

2013 ◽

Vol 27 (4) ◽

pp. 283-293 ◽

Cited By ~ 7

Author(s):

Lars Behrmann ◽

Elmar Souvignier

Keyword(s):

Reading Comprehension ◽

Classroom Management ◽

Reading Program ◽

Multilevel Analyses ◽

Moderating Effects ◽

Management Skills ◽

Judgment Accuracy ◽

Achievement Gains ◽

Instructional Activities ◽

Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

Download Full-text

The Role of Positive and Negative Affectivity in Healthy and Unhealthy Work-Related Behavior and Experiences

European Journal of Health Psychology ◽

10.1027/2512-8442/a000030 ◽

2019 ◽

Vol 26 (2) ◽

pp. 56-67 ◽

Cited By ~ 2

Author(s):

Hanna Hofmann ◽

Carl-Walter Kohlmann

Keyword(s):

Negative Affectivity ◽

Coping Behavior ◽

Common Method ◽

Positive Affectivity ◽

Work Related ◽

Teacher Students ◽

And Behaviors ◽

Main Effects ◽

Positive And Negative Affectivity

Abstract. Positive affectivity (PA) and negative affectivity (NA) are basic traits that affect work-related perceptions and behaviors and should be considered in any assessment of these variables. A quite common method to assess healthy or unhealthy types of work-related perceptions and behaviors is the questionnaire on Work-Related Coping Behavior and Experience Patterns (WCEP). However, the association of PA and NA with WCEP remained unclear. In a sample of teachers, physiotherapists, and teacher students ( N = 745; Mage = 35.07, SD = 12.49; 78% females), we aimed to identify the relevance of these basic traits. After controlling for age, gender, and type of occupation, we found main effects of PA and NA, with the specific combination of PA and NA being decisive for predicting the assignment to a WCEP type. The results highlight the need to include PA and NA in future assessments with the WCEP questionnaire.

Download Full-text