A comparison of regular program and vocational program junior high school students on affective dimensions     

Carol Ann Brady  Olga Antonetti 《Psychology in the schools》1981,18(2):208-210

The hypothesis that young adolescents in vocational education programs would differ from young adolescents in a regular program along several affective dimensions was examined. The Today Form of the Multiple Affect Adjective Check List (MAACL) was administered twice during the school year to 111 students in a vocational program and to 50 students in regular classrooms. Dimensions of Anxiety, Depression, and Hostility were examined. Significant main effects for all three dimensions were noted for school program (regular vs. CVAE) and for grade (seventh vs. eighth). Students in the vocational program and those in seventh grade scored higher on Anxiety, Depression, and Hostility. These differences persisted across time, with the exception of Depression, for which there was a significant interaction between time (pretest vs. posttest) and school program (regular vs. CVAE), with regular students reporting increased depression at the second testing.  相似文献   

Instructional design: Principles and applications edited By Leslie J. Briggs,Kent L. Gustafson,and Murray H. Tillman     

James D. Russell 《Performance Improvement》1993,32(3):44-45

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Educating prisoners: Observations of a prison school     

Russell Eisenman 《Performance Improvement》1994,33(5):13-16

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Book review: Needs assessment: A user's guide     

James D. Russell 《Performance Improvement》1994,33(9):39-40

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An Early Endeavor to Apply Quality Concepts to the Systematic Design of Instruction: Successes and Lessons Learned     

Debby King  Ann Dille 《Performance Improvement Quarterly》1993,6(3):48-63

In 1988, two staff members in the design department at Motorola Training and Education Center (MTEC) began a self-initiated project to develop and implement a system to improve the quality of courses being developed for their customers. This article describes how they applied Motorola's six steps to Six Sigma quality to their instructional design activities. While their quality system was not institutionalized throughout the instructional design department, several valuable lessons were learned that might benefit others embarking on a similar endeavor. Lessons learned dealt with: the sample of customers used to determine customer requirements, product-specific customer requirements, a continuous improvement system within the context of an instructional systems design model, the level of organizational readiness, involvement of stakeholders, the role of rewards and recognition, and appropriate metrics.  相似文献   

Identifying Expectations for Service Quality in Training and Education Through Process Needs Assessment     

Michael F. Cassidy  Barry J. Schimmel  Kathleen&#x;Ann C. Brady 《Performance Improvement Quarterly》1993,6(2):3-16

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Making better performance easier with multisource assessment     

Mark R. Edwards  Ann J. Ewen 《Performance Improvement》1995,34(2):20-22

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Daily Life in the Medieval Islamic World     

Ann Chamberlin 《Al-Masaq: Islam & the Medieval Mediterranean》2010,22(2):228-230

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我国跳高运动停滞不前的主要因素及对策分析——以上海市为例     

束拉 《安徽体育科技》2017,38(4)

通过文献资料、问卷调查、专家访谈和数理统计等研究方法,表明上海市跳高水平近年在全国处于二流水平,跳高整体队伍薄弱,训练方法创新不够,缺乏优秀教练员和尖子选手,已失去在全国跳高界领先的地位.分析影响上海跳高运动发展的多重相关因素,指出上海跳高运动在发展过程中出现的最主要问题,并提出一些大胆的设想.  相似文献   

Questioning the no-touch discourse in physical education from a children's rights perspective     

Marie Öhman  Ann Quennerstedt 《Sport, Education and Society》2017,22(3):305-320

In this paper we question the rationality of ‘no-touch policies’ and offer an alternative approach to the matter of physical contact between teachers and students in the context of physical education (PE) in schools. Earlier research has drawn attention to how a discourse of child protection is starting to affect how physical contact is viewed in PE practice. The avoidance of intergenerational touch is increasingly justified by referring to the children's rights agenda. Here, arguments for ‘no-touching’ are linked to children's right to be protected from harm. In the paper we explore a children's rights-based viewpoint that supports the use of and need for physical contact in PE teaching by developing theoretical and practice-based arguments. An alternative children's rights perspective, based on rights theorising, is used to formulate the theoretical argument. Interviews with 16 PE teachers about their experiences of physical contact in their pedagogical work form the practice-based arguments. The two arguments provide a way of looking at intergenerational touch in education from the vantage point of children's human right to develop to their full potential, which can support a need for physical touch in pedagogical situations.  相似文献