The document discusses the benefits of regular exercise for both physical and mental health. It notes that exercise can help reduce the risk of diseases like heart disease, diabetes, and some cancers. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to experience these health benefits.
The document discusses the benefits of regular exercise for both physical and mental health. It notes that exercise can help reduce the risk of diseases like heart disease, diabetes, and some cancers. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to experience these health benefits.
解決志向尺度日本語版 ストレスコーピングとの関係性 Development and validation of the Solution focused ...Yoga Tokuyoshi
解決志向尺度日本語版尺度(SFI-J)の開発-SFI-Jとストレスコーピングの関係性-Development and validation of the Solution focused inventory Japanese version (SFI-J)-Relationship the SFI-J and Stress Coping (ソリューション・フォーカスト・インベントリー) Grant 2011
徳吉陽河・森谷満(2015). 解決志向尺度日本語版(Solution-focused Inventory Japanese version: SFI-J)の開発― SFI-J とストレスコーピングの関係性 ―日本認知・行動療法学会第41回大会発表論文集, 418-419.
This document discusses a study examining the interaction between class size, formative feedback, and student achievement. The study found that smaller class sizes allowed teachers to provide more frequent formative feedback to students. It also found that for students who received frequent formative feedback, lower achieving students in 4th grade showed greater improvement in achievement by 6th grade compared to lower achieving students who received less frequent feedback. The results suggest that smaller class sizes enabling more formative feedback can help improve achievement growth for lower performing students over time.
22. 指導の具体的な例結論
Figure.3 の効果量の表から見ても分かる
とおり、一番効果的な補正フィードバック
は Prompts である(Between-Group に
おいても Within-Group においても一番効
果量が大きかった)。
学力に一番寄与するフィードバックの方法は
生徒が
He have a book.
と言ったとき(誤:have 正:has)
Recast : No, he has a book .
Prompt : have ??
EC : Not have but has .
Figure.3 効果量を比較した表