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    Wyświetlanie 1-3 z 3
    Tytuł:
    Why is Self-Determination Important for Students with and without Disabilities in Vocational Education?
    Autorzy:
    Licardo, Marta
    Schmidt, Majda
    Powiązania:
    https://bibliotekanauki.pl/articles/2004841.pdf
    Data publikacji:
    2016-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-determination
    vocational education
    students with disabilities
    academic achievement
    Opis:
    The purpose of the study was to determine differences in self-determination between high school students with and without disabilities and to determine the influence of three predictors of self-determination in vocational education: gender, group and grade point average. Research was done by comparing students with the method of pairs. The results show that students with disabilities have a lower level of self-determination than their peers; significant predictors of self-determination are group and grade point average. Results reveal important fields of intervention for self-determination development, especially for students with disabilities in vocational education. This is also the first study of student self-determination in Slovenian vocational education with specific cultural and education background.
    Źródło:
    The New Educational Review; 2016, 46; 200-210
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effect of Swimming Activities on the Development of Swimming Skills in Student with Physical Disability – Case Study
    Autorzy:
    Roj, Katja
    Planinšec, Jurij
    Schmidt, Majda
    Powiązania:
    https://bibliotekanauki.pl/articles/2004839.pdf
    Data publikacji:
    2016-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    motor development
    physical fi tness
    swimming course
    cerebral palsy
    Halliwick concept
    Opis:
    The aim of our study was to examine the effect of swimming activities on the development of swimming skills in student with physical disability and to determine whether these activities also affect the student’s general motor development. The sample consisted of one student with physical disability in the third grade of primary school. The student was involved in a ten-hour swimming course, based on the Halliwick concept of swimming for children with special needs. Data about the student’s progress were obtained through structured observations at the beginning and at the end of the course, where the SWIM internationally standardized test was used. Results show that the student developed balance, coordination, power, precision, flexibility and was capable of independent 25-meter backstroke swimming at the end of the course. Results prove that swimming is a highly suitable activity for students with physical disability.
    Źródło:
    The New Educational Review; 2016, 46; 221-230
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Self-regulation of Learning in Secondary School Students with Special Educational Needs and other Students of Vocational and Technical Schools
    Autorzy:
    Bakracevic Vukman, Karin
    Funcic Masic, Tamara
    Schmidt, Majda
    Powiązania:
    https://bibliotekanauki.pl/articles/18104564.pdf
    Data publikacji:
    2013-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-regulation
    learning
    students with special educational needs
    other students
    vocational and technical schools
    Opis:
    Our study examined the differences between students with special educational needs (SEN) and other students in vocational and technical schools in different areas of self-regulation: learning motivation, cognitive and metacognitive strategies and emotional regulation in learning. The sample consisted of 140 students, of whom 20 were students with SEN. Differences between students were most often expressed in the area of lower perceptions of self-efficacy. With respect to the regulation of time and study environment, the students with SEN had greater problems with following the study schedule than other students; in the area of taking responsibility for learning, the students with SEN gave up faster and did not persevere in studying the more difficult subject matter. The students with SEN also expressed less positive beliefs about themselves and their abilities; they sought study support later or not at all compared to other students and gave up on studying more difficult course material. In inclusive classes with the students with SEN, the teachers should dedicate more time to develop self-regulated learning skills and strategies and thus increase students’ feeling of control over the learning process.
    Źródło:
    The New Educational Review; 2013, 33; 295-305
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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