Valued learning experiences of early career and experienced high-performance coaches     

Clifford J. Mallett  Steven B. Rynne  Stephen Billett 《Physical Education & Sport Pedagogy》2016,21(1):89-104

Background and purpose: This paper attempts to move the discussion of high-performance coach development from an examination of coaches' volume of experiences towards a consideration of the contribution of the learning experiences that coaches have reported throughout their careers. Furthermore, a discussion of proximal and distal guidance in the development of coaches was investigated. We examined the kinds of learning experiences within the framework of workplace learning and specifically the situated nature of learning and the view that learning occurs through social participation.

Method: Nineteen high-performance coaches participated in this study, including 10 scholarship and 9 mentor coaches (MCs). Participants rated a list of 14 developmental activities derived from empirical research on a seven-point Likert scale (0?=?not used, 1?=?of little value, to 7?=?extremely valuable). Each participant coach rated the 14 (guided, unguided) activities in the first two years of their coaching career, middle two years, and final two years. To analyse the data and identify the key trends for both the scholarship and MCs we examined statistical differences between scores for each of the sources the non-parametric Friedman test was used (p?<?.01). Significant χ² results were followed up with the Wilcoxon (two-tailed) T-test (p?<?.05) to identify statistically significant differences between scores at different time intervals.

Results: Three key findings emerged from these data: (i) reported increased valuing of a range of developmental experiences over time; (ii) temporal variance in the value of different learning sources at different stages of their careers; and (iii) an acknowledgement of the shift away from an emphasis on proximal learning sources for the MC and the shift towards proximal sources for the scholarship coach.  相似文献   

Student violence and the moral dimensions of education     

Clifford H. Edwards 《Psychology in the schools》2001,38(3):249-257

Student violence has started to appear in schools in extreme forms. Various causes have been suggested, including TV violence, dysfunctional families, grinding poverty, child abuse, domestic violence, poor emotional and cognitive development, drugs, gangs, inequitable educational opportunity, and latchkey homes. A number of programs have been initiated to deal with this problem which focus on limiting the entry of weapons into the schools and managing aggressiveness. Unfortunately many of these programs fail to address the more fundamental causes of violence and aggression. A more effective means of prevention involves helping children become more responsible members of families, schools, and neighborhoods. School counselors and school psychologists have an important leadership role in helping reduce violence by promoting the moral dimensions of education, including the development of effective learning communities and encouraging school experiences which help children become more resilient in meeting the challenges they face each day without resorting to violence. © 2001 John Wiley & Sons, Inc.  相似文献   

Television Police Dramas and Children's Beliefs about the Police     

B. Gunter  J. McAleer  B. R. Clifford 《Learning, Media and Technology》1991,17(2):81-100

An experimental study was carried out among three groups of children aged 10 to 16 years, two of whom were shown episodes from two UK‐produced police drama series and the other (control group) viewed nothing. Children were tested one week before the viewing sessions and immediately afterwards with a series of questions about their perceptions of the police and police work, their real life contact with the police or crime, and details of their television viewing habits and demography. Both viewing groups were tested for their comprehension of the police drama episode they had been shown. Results showed that older children were better able than younger children to follow dramatic plots, but that the evidence for an effect of single television drama episodes on children's beliefs about the police was less clear‐cut. Both children in the two viewing groups and those in the control group exhibited some shifts in their perceptions of the police. Children who watched the television episodes, however, were more likely to show opinion shifts in relation to specific attributes of the police or police work which were strongly featured in the programmes.  相似文献   

Does the use of Journals as a Form of Assessment put into Practice Principles of Feminist Pedagogy?     

Valerie A. Clifford 《Gender and education》2002,14(2):109-121

The writing of journals has become a popular form of assessment in women's studies courses, yet little work has addressed its authenticity as a form of feminist assessment. In this article, the learning journals of a class of tertiary teachers involved in a Postgraduate Diploma in Tertiary Teaching are analysed to determine the type of pedagogical practice that they reflect. The journals, and the pedagogical processes surrounding the use of the journals, were found to embrace many of the principles of critical and feminist pedagogy and to provide a valuable vehicle for the development of reflective professional practice. However, a focus on issues reflecting a wider context of social justice, for example, sexism and racism, was mostly only salient in the journals of the lecturers whose courses overtly involved these issues. These findings highlight a tension between respecting the rights of learners to construct their own knowledge and pursue areas of personal interest, and demanding attention to issues of equity and the role of education in social change.  相似文献   

A RESEARCH REVIEW OF THE WASHINGTON PRE-COLLEGE TESTING PROGRAM     

Clifford E.  Lunneborg 《Journal of Educational Measurement》1966,3(2):157-166

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School culture and curriculum change: The case of the leaving certificate applied (LCA)     

Jim Gleeson  Aidan Clifford  Tony Collison  Sheila O'Driscoll  Marie Rooney  Anne Tuohy 《Irish Educational Studies》2013,32(3):21-44

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A Review of “Why Aren't We Saving the Planet? A Psychologist's Perspective”     

Clifford E. Knapp 《The Journal of environmental education》2013,44(2):141-142

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The learning enrichment service (LES): A multi‐optioned approach to programming for gifted secondary school students     

Jerry Ann Clifford  Ted Runions  Elizabeth Smith 《Roeper Review》2013,35(4):226-228

The Learning Enrichment Service (LES) is a multi‐optioned, research based model for bettor meeting the needs of gifted secondary school students. It acts as a school‐wide support system for teachers and students in both the regular classroom and specialized programs by screening, training, networking, counselling and exchanging information for enrichment programming.  相似文献   

Developmental Education     

T. Clifford Bibb 《Clearing house (Menasha, Wis.)》2013,86(6)

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THe Effect of Method of Presentation on Spelling Scores     

Dewey B. Stuit  Clifford E. Jurgensen 《Journal of Experimental Education》2013,81(3):271-273

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