Opportunities to consult abroad with AECT &; Fulbright     

Jenny K. Johnson 《TechTrends》2004,48(4):63-64

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Adaptation to physically and emotionally demanding conditions: the role of deliberate practice     

Michael B. Johnson  Gershon Tenenbaum  William A. Edmonds 《High Ability Studies》2006,17(1):117-136

The current study elucidated the reasons for athletic performance differences between individuals who (1) engage in similar workloads, and (2) develop in similar environments. 8 elite and 11 sub‐elite swimmers, with confirming data provided by 17 of their parents and 6 of their coaches, participated in this investigation. Findings revealed that (1) a variety of different practice regimens can result in attaining expertise, and (2) highly analogous developmental experiences may not differentiate between elite and sub‐elite performers. Results provide support for a 4‐factor model of expert athletic development: high effort, supportive environment, facilitative coping strategies, and physical and psychological predispositions. Each is likely required to achieve elite athletic performance, and all must be present in such a manner that they are systematically and idiosyncratically functional.  相似文献   

Did I begin?     

Johnson M 《New scientist (1971)》1989,124(1694):39-42

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Elaborating to learn and learning to elaborate     

M Pressley  C J Johnson  S Symons 《Journal of learning disabilities》1987,20(2):76-91

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The Relationship Between Relational Aggression in Kindergarten Children and Friendship Stability, Mutuality, and Peer Liking     

Douglas R. Johnson  Sharon L. Foster 《Early education and development》2005,16(2):141-160

The current study examined relational aggression in kindergarten children and how it relates to aspects of their friendships over a 2-month period. Participants were 74 boys and girls (ages 5 and 6). Teacher report and peer nominations assessed relational and physical aggression. Children also rated each child in their class on liking and identified their friends. Hierarchical multiple regression analyses showed that peer nominations of relational aggression were negatively related to Time 1 liking, Time 1 number of mutual friends, and friendship stability even when teacher ratings of physical aggression were controlled. Physical aggression was also significantly related to these variables. Relational aggression (but not physical aggression) significantly predicted declines in the number of mutual friendships and liking two months later.  相似文献   

Programed instruction and the exceptional learner     

G F Johnson 《Exceptional children》1968,34(6):453-457

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An assessment of college recruitment literature: Does the high school senior understand it?     

Russell H. Johnson  Dr. David W. Chapman 《Research in higher education》1979,11(4):309-319

This study investigated the reading difficulty level of college recruitment literature and the ability of college-bound high-school students to understand the terminology frequently used in college admissions. The reading difficulty of the forty-two catalogs and analyzed was at a level appropriate to an advanced college student or college graduate. Moreover, high-school students had considerable difficulty identifying the correct use of terms commonly found in sections of college catalogs.  相似文献   

A study of the effect of sustained,whole‐school professional development on student achievement in science     

Carla C. Johnson  Jane Butler Kahle  Jamison D. Fargo 《科学教学研究杂志》2007,44(6):775-786

This longitudinal study of middle school science teachers explored the relationship, if any, between teacher participation in whole‐school, sustained, collaborative professional development and student achievement in science. Eleven teachers from Glendale Middle School participated in the Discovery Model Schools Initiative 2‐week summer institute, followed by monthly release day professional development sessions focused on implementing instruction outlined in the National Science Education Standards. Student achievement was assessed using the Discovery Inquiry Test in Science. The same students completed the test in grades 6–8. Students of teachers at Glendale Middle School significantly outperformed students at the control school. Findings in this study revealed the positive impact that whole‐school, sustained, collaborative professional development programs have on student achievement, indicating that programs of this nature could be a means to narrowing or eliminating achievement gaps in science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 775–786, 2007  相似文献   

Role Stress Among Practicing School Counselors     

John R. Culbreth  Janna L. Scarborough  Angela Banks‐Johnson  Stacey Solomon 《Counselor Education & Supervision》2005,45(1):58-71

Practicing school counselors (N = 512) were surveyed, using the Role Questionnaire (J. R. Rizzo, R. J. House, & S. I. Lirtzman, 1970), to determine levels of role conflict, role incongruence, and role ambiguity. Additionally, 8 characteristics of the participants' positions as school counselors were examined to determine what factors might affect role stress. Data were examined for the total group and by school level. Elementary school counselors were found to have lower levels of role conflict and role incongruence than high school counselors. Believing that the job matched their initial perceptions, that they were adequately trained, and that peer supervision was available were predictors of reduced role stress among the group and for various school level subgroups.  相似文献   

Perceptions of Business Students' Feature Requirements in Educational Web Sites     

Sunil Hazari  Barbara Johnson 《Decision Sciences Journal of Innovative Education》2007,5(2):357-374

There is paucity of original research that explains phenomena related to content organization and site design of educational Web sites. Educational Web sites are often used to provide Web‐based instruction, which itself is a relatively recent phenomenon for business schools, and additional research is needed in this area. Educational Web sites are designed with a different set of criteria as compared with other sites, such as those having an e‐commerce or marketing focus. More research is needed to build a theoretical foundation for feature requirements in educational Web sites. As in any new approach to teaching and learning, critical issues need to be examined before Web‐based instruction is fully integrated into teaching processes. When developing educational Web sites, features that support pedagogy should be given primary consideration. It is therefore important to identify key elements that will have maximum impact on learning. Using Q‐sort analysis (a type of Factor Analysis), this study investigated feature requirements of educational Web sites as perceived by business students. Based on the analysis of user requirements in relation to several variables that were identified from a review of literature, group characteristics emerged from students' responses. Similarities and differences between groups were investigated, and implications of these results for development of educational Web sites are presented in this study.  相似文献