James Poole
Biographic Data
| ID | 9096775 |
|---|---|
| NAME | James Poole |
| GIVEN NAMES | James |
| FAMILY NAME | Poole |
| SIGNATURE | POOLE J |
| AFFILIATIONS | University of York |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Investigating trainee instrumental/vocal teachers’ perceptions of dialogic teaching
This research explores perceptions of dialogic teaching amongst trainee instrumental/vocal teachers enrolled on the MA Music Education: Instrumental and Vocal Teaching programme at the University of York. Thirty students from three different cohorts responded to an online questionnaire. Findings indicate that respondents were aware of a broader range of advantages of using dialogic teaching than disadvantages. Despite this, 59% of respondents rep…
Dark-Enhanced Startle Responses and Heart Rate Variability in a Traumatized Civilian Sample
OBJECTIVE: Trauma is associated with increased risk for anxiety disorders such as posttraumatic stress disorder (PTSD). To further understand biologic mechanisms of PTSD, we examined the dark-enhanced startle response, a psychophysiological correlate of anxiety, and heart rate variability (HRV) in traumatized individuals with and without PTSD. The associations of these measures with PTSD may be sex-specific because of their associations with the …
No prominent works on this page.
Dark-Enhanced Startle Responses and Heart Rate Variability in a Traumatized Civilian Sample
OBJECTIVE: Trauma is associated with increased risk for anxiety disorders such as posttraumatic stress disorder (PTSD). To further understand biologic mechanisms of PTSD, we examined the dark-enhanced startle response, a psychophysiological correlate of anxiety, and heart rate variability (HRV) in traumatized individuals with and without PTSD. The associations of these measures with PTSD may be sex-specific because of their associations with the …
Investigating trainee instrumental/vocal teachers’ perceptions of dialogic teaching
This research explores perceptions of dialogic teaching amongst trainee instrumental/vocal teachers enrolled on the MA Music Education: Instrumental and Vocal Teaching programme at the University of York. Thirty students from three different cohorts responded to an online questionnaire. Findings indicate that respondents were aware of a broader range of advantages of using dialogic teaching than disadvantages. Despite this, 59% of respondents rep…
Medicine (2 works) · Psychology (2 works) · Amygdala (1 work) · Anxiety (1 work) · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (1 work) · Audiology (1 work) · Blood pressure (1 work) · Clinical Psychology (1 work) · Collaborative Teaching and Inclusion (1 work) · Dialogic (1 work)