Going Forth: Equal Employment Opportunity in a Deregulatory Climate     

Jennifer Turnnidge  Jean Côté  David J. Hancock 《Quest (Human Kinetics)》2013,65(2):203-217

While previous studies indicate that participation in sport has the potential to facilitate positive developmental outcomes, there is a lack of consensus regarding the possible transfer of these outcomes to other environments (i.e., school or work). An important issue within the positive development literature concerns how sport programs should approach the issue of transfer. This article outlines two distinct approaches to the transfer debate: the explicit approach and the implicit approach. Specifically, this article discusses the relative strengths and limitations of these two approaches with regards to their effectiveness, sustainability, and balance of adult- and youth-driven learning. Recommendations for future research directions are also presented.  相似文献   

Cable and Educational Media     

Mary Louise Hollowell  Alan Hancock  Kenyon C. Rosenberg  John S. Doskey 《Communication Booknotes Quarterly》2013,44(7):96-98

Mary Louise Hollowell, ed, The Cable/Broadband Communications Book, 1977-1978 (Washington: Communications Press [1346 Connecticut Ave. N.W., 20036], 1977—$16.25 including postage, paper)

1976 NCTA Cable Services Directory (National Cable Television Association, 918 Sixteenth St. NW, Washington D.C. 20006—$4.00, paper)

Regulatinzfable Television Subscriber Rates: A Guide for Local Officials (Cable Television Information Center, Yrban Institute, 2100 M St. NW, Washington, D.C. 20037—$17.50 including postage, paper)

Alan Hancock Planning for Educational Mass Media (London and New York: Longman, 1977—$20.00)

Kenyon C. Rosenberg and John S. Doskey Media Equipment: A Guide and Dictionary (Littleton, Colo.: Libraries Unlimited, 1976—$11.50)  相似文献   

Sense about sex: media,sex advice,education and learning     

Feona Attwood  Meg John Barker  Petra Boynton  Justin Hancock 《Sex education》2015,15(5):528-539

The media are widely acknowledged as important in sex and relationship education, but they are usually associated with ‘bad’ effects on young people in contrast to the ‘good’ knowledge represented by more informational and educational formats. In this paper we look at sex advice giving in newspapers, magazines and television in the UK, in sex advice books and in online spaces for sexual learning. We examine some of the limitations of the information provided, consider the challenges for sex advice in the contemporary context, and outline some of the opportunities for academics, researchers, therapists, sex educators and activists to contribute productively to sex advice giving and sexual learning more generally.  相似文献   

Math,science, technology after school clubs and summer magnet school: Collaborative professional development opportunities for science educators     

Dr. M. Gail Shroyer  Linda Ramey-Gassert  Melisa Hancock  Phyllis Moore  Margaret Walker 《Journal of Science Teacher Education》1995,6(2):112-119

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Parental Involvement in Children's Reading: Survey of Schools in Tower Hamlets     

Roger Hancock 《Literacy》1991,25(1):4-6

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Systems thinking for curious managers: With 40 new management f-Laws     

David Hancock 《Action Learning: Research and Practice》2012,9(2):204-205

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Use of Instructional Feedback and Modification Methods among University Faculty     

David M. Shannon  Darla J. Twale  Gregory R. Hancock 《Assessment & Evaluation in Higher Education》1996,21(1):41-53

This study focused on methods used by faculty to gather feedback and how this feedback was used to modify instruction. Data were gathered to determine the degree to which these methods of feedback and modification of instruction were dependent upon variables such as class size, teaching experience, pedagogical training, academic rank and status, gender and academic discipline. It was found that the amount of feedback and modification of instruction did not vary significantly across the variables of teaching experience and class size. The analyses examining the effects of the remaining independent variables (i.e. college of study, pedagogical training, gender, rank, status) did detect statistically significant results. Specifically, those instructors who had received some training in pedagogical methods gathered feedback about their teaching more than those instructors without such pedagogical training. Also, faculty from the Colleges of Education and Liberal Arts used more methods to gather feedback than those faculty from the College of Science and Mathematics. Faculty in the College of Science and Math also did the least in terms of course and instructional modification, significantly less than faculty in the Colleges of Agriculture, Business, Education, Engineering and Liberal Arts.  相似文献   

Comparing social desirability responding on world wide web and paper-administered surveys     

Dawson R. Hancock  Claudia P. Flowers 《Educational technology research and development : ETR & D》2001,49(1):5-13

Social desirability responding (SRD) on surveys administered on the World Wide Web (WWW) and on paper was examined using 178 graduate and undergraduate students randomly assigned to a 2 (World Wide Web and Paper) ×2 (Anonymous and Nonanonymous) true experimental design. The findings reveal no differences in SDR between the WWW and the paper-administered survey conditions, and no differences in SDR between the anonymous and nonanonymous conditions. These findings and potential explanations are examined for consideration by anyone interested in using the WWW to obtain accurate information from survey participants.  相似文献   

An Expanded Control Model for the Use of Instructional Feedback     

Hancock Thomas E.  Thurman Richard A.  Hubbard David C. 《Contemporary educational psychology》1995,20(4)

The strengths of the now classic Kulhavy/Stock model of instructional feedback are summarized and various researchers′ suggestions for improvement are incorporated into an expanded model. Data from two computer drill experiments demonstrate that the use of feedback varies systematically between subjects: the highest achieving subjects use feedback as the Kulhavy/Stock model predicts, the intermediate achievers use of feedback is less predictable, and the lowest achievers use feedback in a nearly random manner. These response patterns can be addressed in a feedback processing model which adds higher level goals related to certitude and correct responding. The expanded model has the following characteristics: feedback processing is not automatic, but varies in mindfulness; learner′s individual goals are incorporated; analysis and modeling are conducted on a subject by subject basis; and instructional feedback is understood more in terms of each learner′s control systems and less in terms of a stimulus-response orientation.  相似文献   

The Diverse Risk Profiles of Persistently Absent Primary Students: Implications for Attendance Policies in Australia     

Kirsten J. Hancock  Francis Mitrou  Catherine L. Taylor  Stephen R. Zubrick 《Journal of Education for Students Placed at Risk》2018,23(1-2):53-69

ABSTRACT

The risk factors associated with absenteeism are well known. However, children's exposure to combinations of risks and how these relate to absence patterns remains unclear. Understanding variations in risk profiles among persistently non-attending children will inform the development of absence interventions. Using a longitudinal sample of Australian children (6–11 years), a latent class analysis of 19 risks identified four classes of risk exposure. Most children (56%) were exposed to minimal risk, 20% were exposed to parenting, child development, and mental health risks only, 15% were exposed to a greater extent to financial risks only, and 9% had a higher probability of exposure to all risks. Persistently non-attending children were eight times more likely to be in the high-risk group than regular attenders. However, one-third of persistent non-attenders were classified as low-risk. The heterogeneity of risk profiles is discussed in relation to policies using financial penalties to motivate improved attendance.  相似文献