共查询到20条相似文献，搜索用时 22 毫秒
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Joost Meijer Marianne Elshout-Mohr Bernadette H.A.M. van Hout-Wolters 《Educational Research and Evaluation》2013,19(1):79-107
An instrument was constructed to assess the level of competence of students (aged 15-16) on eight cross-curricular skills. The instrument, further to be called the cross-curricular skills test (CCST), consisted of 56 multiple-choice items. In the first section cross-curricular skills are defined as general skills which can be taught and practiced in curricula for different disciplines. In the second section we describe how eight cross-curricular skills were selected for testing. We also explain why we decided to compose the test of multiple-choice items, an item-format that is not a customary one for measuring general skills. In the third section we report administration of the test to 465 students in a pilot study and 9,000 students in the main study. Quantitative data are presented concerning p -values, reliability, internal structure, and construct validity of the CCST. Qualitative data were derived from observations, thinking aloud protocols and analysis of the test content. The data warrant the claim that CCST is a valid and reliable test for cross-curricular skills. It is suitable for students of 15-16 years of age and allows administration in large samples. In the final section we discuss some limitations of the test and suggest directions for future research on assessment of cross-curricular skills. 相似文献
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María del Carmen Calatrava Moreno Mary Ann Danowitz 《Journal of Higher Education Policy & Management》2016,38(4):448-464
The aim of this study was to identify how and why doctoral students do interdisciplinary research. A mixed-methods approach utilising bibliometric analysis of the publications of 195 students identified those who had published interdisciplinary research. This objective measurement of the interdisciplinarity, applying the Rao-Stirling index to Web of Science and Scopus citations, allowed for a comparison of students’ interdisciplinary research outcomes from three different computer science programmes: a traditional programme, a multidisciplinary doctoral school and an interdisciplinary doctoral college. Applying a sociocultural approach, interviews with the 15 most interdisciplinary students were analysed to understand how dispositions and experiences of students and factors of the different programmes affect the circumstances and processes of becoming an interdisciplinary early career scientist. The data indicate that student motivations, previous skills and knowledge interacted with policies and programme structures including type of funding and supervisor expectations to play a crucial role in interdisciplinarity at the doctoral level. These factors can give rise to interdisciplinary research even in programmes without interdisciplinary focus and compromise the interdisciplinary goals of interdisciplinary programmes. 相似文献
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As elite youth sport becomes more organized and professionalized, the role of the family is increasingly acknowledged as being significant in the development of young talent. High-profile examples across a range of professional sports, both positive and negative, have drawn attention toward this important stakeholder. Accordingly, this review first examines the key issues in relation to family involvement in talent development in relation to what is perceived as good and bad practice on behalf of the family. Next the key theoretical underpinning is considered, Family Systems Theory, and how it may be integrated within elite youth sport. Finally, the article concludes with a summary of where the current literature leaves us and where we can progress from here. Two possible inputs are suggested that could benefit the effectiveness of family involvement: a focus on the family holistically and a second on the role different family members can play. 相似文献
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Elwood Craig Davis 《Quest (Human Kinetics)》2013,65(1):7-12
The overrepresentation of African Americans in particular sport activities has been the focus of numerous theories and research studies. Researchers have provided anthropometric, physiological, psychological, and sociological explanations for the observed disparity. In this paper, theoretical and empirical contributions to racial differences in sport performance are examined, and a framework for viewing race as a movement self-schema is described. The influence of racial self-schemata on movement self-schemata and how this influence may account for much of the variability in sport performance and activity choices between African Americans and Euro-Americans is examined. The roles of television, modeling, expectation theory, and sociological influences are discussed as possible activators of racial movement self-schemata. 相似文献
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The aim of this Introduction to the Special Issue ‘Bridging Cognitive Load and Self-Regulated Learning Research’ is to explore how cognitive load theory, which is particularly relevant for how learners deal with complex information, and self-regulated learning theory, which is particularly relevant for how learners use information to monitor and control their learning, can be combined into one joint research paradigm that is relevant for contemporary and future developments in education. The first two sections introduce cognitive load theory and self-regulated learning theory. The third section discusses the main similarities and differences between the theories, and describes how the cue-utilization framework can be used as the basis for a joint research paradigm. The main idea postulated is that new instructional methods should help learners identify diagnostic cues in available information that provide an accurate indication of where learners stand in relation to criterion task performance. Use of these diagnostic cues when monitoring learning will lead to better regulation of learning activities and of mental resources allocated, and thus to more efficient learning and higher learning outcomes.In the fourth section, the six studies and two commentaries presented in this special issue are positioned within this paradigm. In the fifth and final section, a common research agenda based on the joint CLT-SRL paradigm is sketched and its relevance for future developments is explained. The studies presented in this special issue and the two commentaries, which complete the Special Issue, should be seen as a very first step in executing this research agenda. 相似文献
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Adam Howard Jane Kenway 《International journal of qualitative studies in education》2015,28(9):1005-1032
Studies of elites and elite education have largely not involved rigorous debate, either with regard to the conceptual resources deployed or methodologies adopted. Even the concepts elite and elite schools have not been problematized much. Further, there is a tendency for people to cite, rather than engage or dispute each other. So while the number of published studies increases and the field grows in size, and expands in focus, it is not necessarily growing through spirited dialog and critique. The first part of this paper considers the ways in which the methodological scope in the study of elites and elite education has been restrained and limited through the repetition of particular methodological frameworks and practices. Drawing on the work included in this special issue and other recent research, we then suggest some methodological possibilities for expanding this scope. In the second main part, we offer some provocations about the theoretical resources that are conventionally deployed. We argue that scholars need to be much more critically self-conscious about their uses of elite theories and class theories and much more aware of the ideological implications of their research. 相似文献
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Aidan Moran 《Thinking Skills and Creativity》2012,7(2):85-92
Historically, cognitive researchers have largely ignored the domain of sport in their quest to understand how the mind works. This neglect is due, in part, to the limitations of the information processing paradigm that dominated cognitive psychology in its formative years. With the emergence of the embodiment approach to cognition, however, sport has become a dynamic natural laboratory in which to investigate the relationship between thinking and skilled action. Therefore, the purpose of this paper is to explore some insights into the relationship between thinking and action that have emerged from recent research on exceptional performance states (e.g., ‘flow’ and ‘choking’) in athletes. The paper begins by explaining why cognitive psychologists’ traditional indifference to sport has been replaced by a more enthusiastic attitude in recent years. The next section provides some insights into the relationship between thinking and skilled action that have emerged from research on ‘flow’ (or peak performance) and ‘choking’ (or impaired performance) experiences in athletes. The third section of the paper explores some practical issues that arise when athletes seek to exert conscious control over their thoughts in competitive situations. The final part of the paper considers the implications of research on thinking in action in sport for practical attempts to improve thinking skills in domains such as business organizations and schools. 相似文献
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Until recently, no self‐report instruments have examined psychological skills use in both practice and competition. In light of the significant role of practice in sport performance outcomes, a need exists to measure these skills in both domains. This study was designed to investigate differences in performance strategies of US Olympians in both practice and competition. The Test of Performance Strategies was administered to 176 US participants in the 2000 Sydney Olympic Summer Games. Discriminant function analyses demonstrated significant differences between medalists and nonmedalists in both the competition and practice performance strategies. Furthermore, significant gender and age differences were identified for competition strategies only. The 16 subscales of the TOPS, with two exceptions, create an internally stable instrument with moderate predictive ability relative to quality of sport performance, gender, and age in this elite sample of athletes. 相似文献
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Institutions of higher education are looked to by society as the training grounds and gatekeepers for college-trained workers.
However, despite a long history of being viewed by many as unresponsive to labor force needs, the academy has not found ways
of effectively meeting these demands, nor articulating why it is that they have difficulty doing so. This paper discusses
how institutional researchers can help explain to campus administrators and others the role that institutions play in training
individuals for the workplace, and why they cannot always quickly respond to and solve shortages of college-trained workers.
The first section outlines what economic theory and research has to say regarding labor markets, how labor market shortages
arise, and how students make decisions about which major to pursue. The last section describes problems institutional researchers
face when using their skills with data to identify solutions to this problem. Using data from the state of New Hampshire,
it will be shown that the data available to institutional decisionmakers can be out of date, inaccurate, and not particularly
useful for designing policies that would enable an institution to respond to the labor needs of the economy. 相似文献
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Eccles and colleagues’ expectancy-value theory of achievement choice has guided much research over the last 40+ years. In this article, we discuss five “macro” level issues concerning the theory. Our broad purposes in taking this approach are to clarify some issues regarding the current status of the theory, make suggestions for next steps for research based in the theory, and justify our decision to call the theory Situated Expectancy-Value Theory (SEVT). First, we note how visual representations of the model make it appear static, linear, and monolithic, something that was not intended from its inception. Second, we discuss definitions of the major psychological constructs in the model, focusing on our and others’ elaboration of the task value component, particularly the “cost” component. In this section we also discuss research on the development of expectancies and values. Third, we discuss the often-neglected middle part of the model focused on how individuals understand and interpret their own performance as well as the many messages they receive from different socializers regarding their activity participation and performance. In the fourth section we discuss the situative and culturally-focused aspects of the model, stressing the impact of the situation and cultural background on children’s developing expectancy and value hierarchies. The fifth issue (one that we mention in several of the previous sections) concerns the importance of understanding the development of individuals’ hierarchies of expectancies of success and subjective task values and how they relate to performance, choice, and engagement. 相似文献
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Strategic Faculty Hiring in Two Public Research Universities: Pursuing interdisciplinary connections
Creso M. Sá 《Tertiary Education and Management》2013,19(4):285-301
This paper examines innovations in strategic faculty hiring emphasizing interdisciplinarity at two major public research universities in the USA. The research investigated how and why the Pennsylvania State University and the University of Wisconsin‐Madison chose to pursue interdisciplinary faculty recruitment, how it was structured, and how it was intended to cause changes in academic work at each university. The paper analyzes how the interdisciplinary aims of those innovations intersected with competitive pressures, resource acquisition strategies, and organizational problems. Implications are discussed in the last section. 相似文献
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ALECIA MARIE MAGNIFICO 《教育心理学家》2013,48(3):167-184
Students with learning disabilities are more likely than other students to have problems doing homework. In this article, we describe how deficits in language, attention, memory, and organizational skills as well as in reading, writing, and math affect homework performance. We describe family and school factors that may exacerbate-or ameliorate-their problems as well as the intervention research that has included students with learning disabilities. At this point, there appears to be a huge gap between the strategies successfully applied in intervention studies and teachers' preferences for interventions, a serious issue that spills over and has a negative influence on family life. Nonetheless, an emerging area of intervention research suggests that effective efforts to improve homework completion, accuracy, and test performance may require parental involvement, peer cooperation, self-monitoring and graphing, "real-life" assignments, teachercollaborative problem solving, or all. 相似文献
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Deborah K Reed Kelly Binning Emily A. Jemison Nicole DeSalle 《Learning disabilities research & practice》2023,38(1):70-79
Increased expectations for writing performance have created a need for formative writing assessments that will help middle school teachers better understand adolescents’ grade-appropriate writing skills and monitor the progress of students with or at risk for writing disabilities. In this practice piece, we first explain research-based recommendations for high-quality writing prompts that are interesting to students, provide clear directions, and ensure accessibility and fairness. Then, we use lessons learned from working with adolescents in Tier 2 literacy intervention classes to demonstrate how teachers can apply the recommendations to identify or develop prompts that will encourage students to write responses. In addition, we explain how analytic rubrics may be used to evaluate responses as a means of informing instruction and further refining the prompts. 相似文献
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Mark T. Greenberg Rachel Abenavoli 《Journal of research on educational effectiveness》2017,10(1):40-67
In this article we seek to promote a deeper understanding of the value of universal intervention research in education as well as other fields and to call for greater interdisciplinary learning and discourse. Our goal is to deepen the conversation regarding how to build a stronger research orientation toward longitudinal, population-level outcomes in education and mental health. After highlighting the value of universal approaches targeting entire populations and their relevance to education, we raise issues regarding the traditional benchmarks of efficacy when applied to universal intervention trials and suggest alternative metrics for judging the impact of universal approaches. We conclude with lessons based on exemplar studies to help shape future research and policy regarding universal interventions. 相似文献
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Most educational research has focused on understanding learning and development within a particular area of expertise or practice. Yet, people increasingly move between different institutionalized practices such as school, work and family life, but also interact with people from different professions, disciplines and cultures. In this introduction, we discuss how learning can be shaped by movements across boundaries. We describe how boundaries can be crossed by people, objects and interactions and how this can lead to learning in different ways. We explain how the various contributions of the special issue are complementary by studying various forms of learning. As such, the special issue offers an integrative discussion and empirical ground for a learning theory that moves beyond single and singular domains. 相似文献
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Not Enough Science or Not Enough Learning? Exploring the Gaps between Leadership Theory and Practice
Robin Middlehurst 《Higher Education Quarterly》2008,62(4):322-339
This paper addresses the relationships between leadership theory, practice and development, drawing on both the higher education and wider leadership literature. It explores why challenges and problems exist within the contested field of leadership theory and why gaps remain between theory and practice after more than a century of research – and indeed, with increasing levels of research, scholarship and development in the last 25 years. After highlighting the importance of context for theory, practice and development, the first section of the paper examines a range of factors that contribute to theoretical ‘contests’ including different starting assumptions made by researchers, the different focus of studies, examination of different causal links to explain leadership, differences in values and cultural lenses and different constructs, terminology and perspectives. The second section examines the challenges faced by leadership practitioners, as individuals, and through exercising leadership as a collective responsibility in the context of changing operating environments within higher education institutions and across sectors and countries. The author highlights three areas where some re‐thinking of the links between theory and practice are necessary – at the input stage, linking research findings and recruitment practices; in terms of outcomes, by researching links between leaders, leadership and performance; and in process terms, to examine more deeply complex and relational dynamic of leadership in action. The third section offers a number of specific suggestions as to how closer alignment between theory, practice and development can be achieved. The paper concludes by arguing for greater maturity (in research, practice and development) that acknowledges that leadership is played out in complex, dynamic and changing social systems. A stronger emphasis on ‘leadership learning’ should deliver both better science and better outcomes for leaders and led in higher education. 相似文献
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Patrick Tutka 《Quest (Human Kinetics)》2015,67(1):17-29
The goal of this research endeavor is to take the previous calls of sport scholars to expand into alternative research approaches (e.g., history, case study, law reviews, philosophy, etc.) and to show how storytelling can be an effective tool through the use of a heuristic device. The present analysis attempts to focus on the usage of the historical ideal-type as a heuristic device for academic storytelling so that scholars within sport studies can possibly become more comfortable in other methodological approaches. To support this goal, an example of a sport-focused historical ideal-type is reviewed along with an ideal-type activity practiced in other disciplines. Finally, the contribution and employment of academic storytelling and historical ideal-types will be promoted as an important tactic to enhance the impact of a scholar’s academic findings and overall writing potential. 相似文献