The development of reading-associated concepts     

Jane Beattie  Lisa Crispin  Geoff Trickey 《Literacy》1985,19(3):161-166

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The context dependence of physics identity: Examining the role of performance/competence,recognition, interest,and sense of belonging for lower and upper female physics undergraduates     

Zahra Hazari  Deepa Chari  Geoff Potvin  Eric Brewe 《科学教学研究杂志》2020,57(10):1583-1607

While there is a growing body of work that examines disciplinary identity development, unlike qualitative work in this area, quantitative research has not fully incorporated the importance of different contexts, nor has it uniquely focused on underrepresented groups (in this case, women in physics). This study examines how the constructs posited by prior work as important for physics identity, as well as an additional theorized construct, may interrelate and affect female students' physics identity differently depending on the context. Context in this study refers to two different experiential levels in college. The constructs examined include performance/competence, recognition, and interest, as well as sense of belonging. In particular, we used structural equation modeling to examine the effect that these constructs have on the physics identity of two groups of female physics undergraduates: first year students and senior year students. The results reveal that the relationship of the theorized constructs with physics identity vary between the two groups as well as compared to prior research with broad college student populations (not just physics majors). Unlike broad college student populations, for our sample of female physics undergraduates, interest did not have a direct effect on physics identity while sense of belonging was significant only for senior year students. These results exemplify the importance of examining context or different types of student experiences when studying disciplinary identity development rather than generalizing previous frameworks to all contexts.  相似文献   

Competitive balance trends in elite table tennis: the Olympic Games and World Championships 1988-2016     

Jinming Zheng  Seungmo Kim  Geoff Dickson  Veerle De Bosscher 《Journal of sports sciences》2018,36(23):2675-2683

ABSTRACT

Competitive balance is important because it enhances outcome uncertainty and therefore it promotes spectator interest, and encourages government investment in a sport. This article analyses the distribution of gold medals, medals, medal points and top eight points amongst nations in table tennis from 1988 to 2016 at the Olympic Games and the World Championships respectively. A normalised version of the Herfindahl-Hirschman Index and a coefficient of variation are calculated for each nation’s share of these performance indicators. The key findings are that China dominates both events, with successful female players being more dominant than their male counterparts. The competitive balance for gold medals has declined, whilst there is a trend towards improved competitive balance for top eight points for women, suggesting that more teams are featuring in the top eight (but not necessarily the top three) placings. This research has implications for the development of table tennis competitions. Compared to other racket sports, the issue of competitive imbalance in table tennis is particularly thorny, which threatens the long-term development of this sport. Accordingly, some measures are recommended for the International Olympic Committee and the International Table Tennis Federation to propel a more balanced development of international table tennis.  相似文献   

Get real: making problematic the pathway into the teaching profession     

Catherine Sinclair  Geoff Munns  Helen Woodward 《Asia-Pacific Journal of Teacher Education》2005,33(2):209-222

Learning to be a teacher is a complex and very personal matter that involves transformation from student teacher (pre‐service teacher) to teacher. The pathway to being a teacher is scattered with what appears to be competing tensions in various realities. This paper explores those tensions and realities through the context of two final year integrated field‐ and campus‐based subjects that all pre‐service teachers undertake as they complete their four‐year teacher education journey into the primary (ages 5‐ to 12‐years‐old) teaching profession. We then propose a framework involving a variety of realities that pre‐service teachers face through the recognition and resolution of the tensions these pre‐service teachers experience in the workplace.  相似文献   

Tell England and the perfection of death     

Geoff Fox 《Children‘s Literature in Education》1991,22(4):257-273

Geoff Fox was a founding editor of CLIE and still serves as Secretary to the UK Editorial Committee. He has worked with young people and teachers in schools and universities in the UK, USA, Canada and Australia. He has written widely in the field, includingTeaching Literature 9–14 (with Michael Benton, Oxford University Press, 1985). He has recently written four short works of fiction.  相似文献   

Attitudes toward Face-to-Face and Online Counseling: Roles of Self-Concealment,Openness to Experience,Loss of Face,Stigma, and Disclosure Expectations among Korean College Students     

Geoff J. Bathje  Eunha Kim  Ellen Rau  Muhammad Adam Bassiouny  Taehoon Kim 《International journal for the advancement of counseling》2014,36(4):408-422

This study examined attitudes toward face-to-face (f2f) and online counseling among 228 Korean college students. In addition, it tested a hypothesized model proposing that general propensities (i.e., self-concealment, openness to experience, and loss of face) would influence counseling-specific expectations (i.e., self-stigma and disclosure expectations), which, in turn, would predict attitudes toward f2f and online counseling. Findings mirrored the results of earlier studies revealing that self-concealment was negatively related to attitudes toward both f2f and online counseling, while openness to experience and disclosure expectations were positively related. However, whereas self-stigma was associated with negative attitudes toward f2f counseling, it was not related to attitudes toward online counseling. In addition, disclosure expectations accounted for f2f attitudes more than online attitudes.  相似文献   

Romani Language: Cataloging Ramifications for a Language in the Process of Standardization     

Geoff Husic 《Slavic & East European Information Resources》2013,14(1):37-51

In this article, the author discusses issues related to the cataloging of a language, Romani (or Romany), which is only in the twenty-first century beginning to achieve some degree of standardization. In his discussion, the author focuses on issues of Romani orthography, specifically a small number of unusual Unicode characters that may cause technical problems in certain automated cataloging environments, such as OCLC WorldCat, the OCLC cataloging client Connexion, and online library catalogs.  相似文献   

Local education authorities’ approaches to provision for children with specific speech and language difficulties in England and Wales     

Geoff Lindsay  Julie E. Dockrell  Clare Mackie  Becky Letchford 《欧洲特需教育杂志》2013,28(3):329-345

Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social‐behavioural difficulties. Local education authorities (LEAs) in England and Wales have developed language units to meet their needs but previous research has indicated this provision was inadequate. The development of inclusion raises questions regarding this type of provision, compared with full inclusion into mainstream schools. The present study reports on a national survey of LEAs in England and Wales (97 respondents, 49.5% response rate) and interviews with 37 LEA special educational needs managers. Provision varied by age group with designated specialist provision more prevalent at key stages 1 and 2 (age 5–11 years), and relatively little at key stages 3 and 4 (11–16). LEAs’ decision‐making regarding provision varied, influenced by the lack of common criteria, which was highlighted by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder. There were also difficulties translating policies into practice, including the shortage of speech and language therapists. The implications of the study are discussed with reference to inclusion.  相似文献   

Changes in Examination Performance in English Secondary Schools over the Course of a Decade: Searching for Patterns and Trends Over Time     

Jean Mangan  Geoff Pugh  John Gray 《School Effectiveness & School Improvement》2013,24(1):29-50

The article explores changes in the examination performance of a random sample of 500 English secondary schools between 1992 and 2001. Using econometric methods, it concludes that: there is an overall deterministic trend in school performance but it is not stable, making prediction accuracy poor; the aggregate trend does not explain improvement over time at school level, where there is very considerable variation in improvement paths; there is a degree of persistence with respect to changes in performance at school level but it is short-lived; whilst there is evidence of a general upward trend across schools, there is a large amount of year-to-year variation and little evidence of sustained improvement at school level; and the model applied has little ability to forecast the direction of change for particular schools in the following year(s).  相似文献   

An evaluation of the written texts of children with SLI: the contributions of oral language, reading and phonological short-term memory     

Clare J. Mackie  Julie Dockrell  Geoff Lindsay 《Reading and writing》2013,26(6):865-888

In this study, we performed a fine grained analysis of writing by children with a specific language impairment (SLI) and examined the contribution of oral language, phonological short-term memory (STM), nonverbal ability, and word reading to three writing constructs (productivity, complexity and accuracy). Forty-six children with SLI were compared with 42 children matched for chronological age, receptive vocabulary (N = 46) and reading decoding (N = 46) on a measure of narrative writing. The SLI group performed worse on all measures compared to children of a similar chronological age. The SLI group produced a greater proportion of orthographic spelling errors than children with similar receptive vocabularies, but were comparable to children matched for reading decoding. The children with SLI showed specific difficulties in the omission of whole words (e.g. auxiliary verbs and subject nouns) and omissions of grammatical morphology (e.g. past tense—ed) reflecting the difficulties shown in their oral language. Receptive grammar made a significant contribution to writing complexity and accuracy. Phonological fluency contributed to writing productivity, such as the production of diverse vocabulary, ideas and content and writing fluency. Phonological STM and word reading explained additional variance in writing accuracy over and above the SLI group’s oral language skills.  相似文献