A Competency-Based Approach to Secondary Student Teaching in Physical Education     

Paul W. Darst  Doug Steeves 《Research quarterly for exercise and sport》2013,84(2):274-285

Abstract

The purpose of this study was to investigate the effects of a competency-based approach to secondary student teaching in physical education. Secondary physical education student teachers (N = 7) were observed along with one class of students from each teacher's assignment during baseline and intervention conditions. Seven categories of teacher behavior and two categories of student behavior were observed with an interobserver reliability of 94%. Behaviors were observed by event and placheck recording procedures and were converted to rates per minute and percentages. These rates per minute and percentages were analyzed by behavior profiles and a multiple baseline design. Teacher behaviors included positive reactions to on-task behavior, negative reactions to off-task behavior, positive instructional feedback both general and specific, corrective instructional feedback both general and specific, and pupil contacts using the pupil's first name. The student behaviors included appropriate/inappropriate behavior and active/inactive behavior. Intervention consisted of a competency-based learning module, instructions, graphic feedback, cuing, reinforcement, weekly goals, and terminal goals. The module contained specific definitions of the behaviors, examples of when to emit the behaviors, baseline means for the behaviors, and a final, terminal goal for each behavior. Results indicated that the intervention strategy appeared to have a large positive effect on the following teacher behaviors: positive general feedback, positive specific feedback, specific corrective feedback, and the use of pupil's first names. Smaller increases occurred in the categories of positive reactions to on-task pupil behavior and general corrective feedback. A small decrease occurred in the negative reactions to off-task pupil behavior. Both categories of pupil behavior showed a small increase in the desired direction. Based on these results and the limits of the study, the data-based observation system combined with the competency-based format appeared to exert a measure of accountable control over the behavior of seven teachers and the behavior of their classes.  相似文献   

Social Networking as an Admission Tool: A Case Study in Success   总被引：1，自引：1，他引：0  

Thomas J. Hayes PhD  Doug Ruschman  Mary M. Walker PhD 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):109-124

The concept of social networking, the focus of this article, targets the development of online communities in higher education, and in particular, as part of the admission process. A successful case study of a university is presented on how one university has used this tool to compete for students. A discussion including suggestions on how to enhance the success of this tool in your recruitment process is also provided.  相似文献   

Pedagogical influence of interaction with cooperating teachers on the efficacy beliefs of student teachers     

Doug Hamman  Arturo Olivárez Jr.  Mellinee Lesley  Kathryn Button  Yoke‐Meng Chan  Robin Griffith 《The Teacher Educator》2013,48(1):15-29

Abstract

Cooperating teachers are often identified as some of the most important figures in the preparation of new teachers, and the reasons are not difficult to understand. Surprisingly, however, very little research has been conducted to quantify the effects of cooperating teachers on student teachers. This study examines the impact of student teachers' perceived interactions with their cooperating teachers and the influence that interaction has on student teachers' self‐efficacy for teaching. Results indicate a moderate correlation between perceptions of teaching efficacy and cooperating teacher‐student teacher interactions. Differences were found in the frequency of interaction based on the certification level of the student teacher, with elementary level student teachers perceiving a greater amount of interaction with their cooperating teachers. However, no differences based on certification level were detected in perceived efficacy. Student teachers' perceptions of the level of guidance offered by their cooperating teachers provided the most reliable predictor for their efficacy belief.  相似文献   

Beyond Exposure to Collaboration: Preparing General-Education Teacher Candidates for Inclusive Practice     

Doug Hamman  DeAnn Lechtenberger  Nora Griffin-Shirley  Li Zhou 《The Teacher Educator》2013,48(4):244-256

Preparation of new teachers to work effectively in inclusion settings has not kept pace with demands created by recent reforms. General-education candidates typically receive limited exposure to inclusion strategies at the preservice level, and often their only meaningful preparation comes in the practicum setting. The purpose of this article was to examine the manner in which characteristics of cooperating teachers and the practicum settings affected efficacy for teaching students with disabilities. General-education student teachers responded to questionnaires about their collaboration with cooperating teachers, the focus on inclusion instruction in their practicum setting, and their efficacy for providing inclusion instruction. Results from a structural equation model indicated that efficacy is predicted both by focus and by collaboration with the cooperating teacher. Discussion focuses on implications for teacher preparation and directions for future research.  相似文献   

Does Maternal Employment Following Childbirth Support or Inhibit Low‐Income Children’s Long‐Term Development?     

Rebekah Levine Coley  Caitlin McPherran Lombardi 《Child development》2013,84(1):178-197

This study assessed whether previous findings linking early maternal employment to lower cognitive and behavioral skills among middle‐class and White children generalized to other groups. Using a representative sample of urban, low‐income, predominantly African American and Hispanic families (n = 444), ordinary least squares regression and propensity score matching models assessed links between maternal employment in the 2 years after childbearing and children’s functioning at age 7. Children whose mothers were employed early, particularly in their first 8 months, showed enhanced socioemotional functioning compared to peers whose mothers remained nonemployed. Protective associations emerged for both part‐time and full‐time employment, and were driven by African American children, with neutral effects for Hispanics. Informal home‐based child care also heightened positive links.  相似文献   

An examination of the jump-and-lift factors influencing the time to reach peak catch height during a Rugby Union lineout     

Tiaki Brett Smith  Kim Hébert-Losier  Doug McClymont 《Journal of sports sciences》2018,36(10):1179-1185

The goal of an offensive Rugby Union lineout is to throw the ball in a manner that allows your team to maintain possession. Typically, the player catching the ball jumps and is lifted upwards by two teammates, reaching above the opposing player who is competing for the ball also. Despite various beliefs regarding the importance of the jumper’s mass and attempted jump height, and lifters’ magnitude and point of force application, there is negligible published data on the topic. The squeeze technique is one lifting method commonly employed by New Zealand teams during lineout plays, whereby the jumper initiates the jump quickly and the lifters provide assistance only once the jumper reaches 20–30 cm. While this strategy may reduce cues to the opposition, it might also constrain the jumper and lifters. We developed a model to explore how changes in the jumper’s body mass and attempted jump height, and lifters’ magnitude and point of force application influence the time to reach peak catch height. The magnitude of the lift force impacted the time-to-reach peak catch height the most; followed by the jumper’s (attempted) jump height and body mass; and lastly, the point of lift force application.  相似文献   

Costs-consequences analysis: A primer     

Mark Muir  Ryan Watkins  Roger Kaufman  Doug Leigh 《Performance Improvement》1998,37(4):8-48

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Aristotelian Physics in the Context of Teaching Science: A Historical-Philosophical Approach     

Lombardi  Olimpia 《Science & Education》1999,8(3):217-239

Nowadays in the community of researchers there is a practically unanimous consensus about the relevance of the history of science to the educational process. In this context, Aristotelian physics was rediscovered and reassessed for didactic purposes. But unfortunately, it is very often presented in a rather fragmentary and oversimplified way that distorts the true meaning of Aristotelian concepts. Facing this problem, the purpose of the present paper is to point out some blunders that originate in the partial reading of Aristotle's work. Particularly, it intends to contribute to the following points: (i) to warn against a hurried identification of pre-scientific notions and Aristotelian physical concepts; (ii) to promote an epistemologically not naïve and historiographically not anachronic interpretation of Aristotle's work on physics, both in the theoretical and in the methodological aspects; (iii) to warn against the interpretative confusion that arises from projecting the conceptual frame of contemporary science on Aristotelian physics, ignoring Aristotle's natural philosophy as a whole; (iv) to show the need of understanding the metaphysical foundations of the Aristotelian system; (v) to promote a return to the reading of the original texts.  相似文献   

Kirkpatrick plus: Evaluation and continuous improvement with a community focus     

Ryan Watkins  Doug Leigh  Rob Foshay  Roger Kaufman 《Educational technology research and development : ETR & D》1998,46(4):90-96

For almost 40 years, Donald Kirkpatrick's framework for evaluation has been used as a basic model for the identification and targeting of training-specific interventions in business, government, military, and industry alike. By approaching evaluation from four different perspectives—reaction, learning, behavior, and results—the model has provided a solid basis for the examination of training's impact on the organization. Despite the current practice of measuring one's success according to the success of one's clients, proposed changes in the model have not been frequently adopted. It is therefore likely time for professionals to reevaluate the utility and responsiveness of the Kirk-patrick framework to meet the value-added requirements of today's organizations. This article identifies tools and concepts for being responsive to the new organizational realities not originally addressed by the Kirkpatrick model.  相似文献   

Instituting a competency‐based training design and evaluation system     

Daniel J. Kealey  David R. Protheroe  Doug Macdonald  Thomas Vulpe 《Performance Improvement》2003,42(5):28-33

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