But I like PE: factors associated with enjoyment of physical education class in middle school girls     

Barr-Anderson DJ  Neumark-Sztainer D  Schmitz KH  Ward DS  Conway TL  Pratt C  Baggett CD  Lytle L  Pate RR 《Research quarterly for exercise and sport》2008,79(1):18-27

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls.  相似文献   

A teacher center consortium for rural school districts: Goals and rationale     

Roy C. Rodriguez  Dianne S. Mancus  J. Richard Suchman 《Performance Improvement》1978,17(9):23-26

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College Student Feedback About Librarian-Created Instructional Videos: Why Aren't They Using Them?     

Dianne Zielinski  Robert Matthews  Cynthia Koman  Eric Kiel  Katherine Jezik 《Journal of Library & Information Services in Distance Learning》2018,12(1-2):56-66

Library instruction videos can enhance student instruction. At a community college, librarian-created videos provided students with academic support. However, the videos were rarely used. In this article, students were sent online surveys to rate videos discussing the American Psychological Association (APA) format. Students were also asked why they did not use the videos. Participants rated several video features, including length, technical aspects, narration, and style. While they overwhelmingly responded that the videos were useful, the students did not know where they were located. The major complaint was related to the videos' technical aspects. Students also reported that they were more inclined to ask for help after watching the video.  相似文献   

Curriculum Innovation,School Improvement,and School-Based Evaluation     

Dianne L. Common 《Clearing house (Menasha, Wis.)》2013,86(7):298-304

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Industrial Experience Projects: A Balance of Process and Product     

Dianne Hagan  Sylvia Tucker  Jason Ceddia 《Computer Science Education》2013,23(3):215-229

Students in the final year of the Bachelor of Computing degree at Monash University must do a full year group project as a capstone subject. Each group of five or six builds a real system which is normally for a client outside the university. The project usually necessitates learning some skills that have not been taught in the course. Each group works on a different project. The emphasis is on management issues and the software development process as much as on the product, with a set of deliverables and deadlines throughout the year, and an assessment strategy reflecting this.  相似文献   

A Model Junior High School Orientation Program     

Gregory A. Kavinsky  Dianne K. Kauffman 《Clearing house (Menasha, Wis.)》2013,86(7):315-318

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BOOK REVIEWS AND REFLECTIONS     

Dianne Conrad 《Distance Education》2007,28(1):111-116

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Recent International Documents added to the ERIC Database on Early Childhood Education and Public Policy     

Dianne Rothenberg 《International Journal of Early Years Education》1996,4(3):75-80

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The International Network for Older Adults     

Dianne Norton 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(4):443-446

Conclusion Although funds were not available to bring members of the Older Adults Network to the World Assembly of Adult Education in January 1990, there was, among the delegates, considerable interest in the subject and several meetings were arranged. The thing that struck me most was not how different were our situations, coming as we did from every corner of the earth, but how many problems and concerns we had in common.With the second Network Newsletter, sent out in the spring of 1991, questionnaires asked for brief details of schemes which involved older people in projects that were, in some way, conservational. They could be involved in conserving language, mythology or history. They might be working to improve and save their environment. The aim is to establish a small but useful register of such projects in sufficient detail to encourage contact and replication by others. For this purpose, small grants are being made available from the money given by CIDA. Slowly but surely, the Older Adults Network is gathering information about positive actions being taken to ensure that older people, in all countries, have the skills and opportunities they need to continue as fully participating citizens. With the rapidly increasing number of older people in all our countries, this small beginning will, hopefully, be a foundation on which much important work will be done in the years to come.  相似文献   

Trade books and the social studies curriculum     

Dianne L. Monson  Kathleen Howe 《Publishing Research Quarterly》1991,7(3):37-46

Historical fiction, fiction about contemporary people of other cultures, and nonfiction trade books can increase children's interest in social studies and enhance their knowledge. Dianne Monson and Kathleen Howe discuss the ways that these books appeal to young readers and lead them to seek further understanding of historical events, foreign cultures, and Americans from different cultural backgrounds. They offer numerous examples of books that serve this purpose for several social studies topics. Kathleen Howe completed her doctorate at the University of Minnesota. Her dissertation dealt with the use of children's literature trade books in the elementary social studies curriculum. Dianne Monson is a past president of the U.S. Board on Books for Young People and has written and lectured on children's literature throughout the curriculum.  相似文献