Uninterrupted,Sustained, Silent Reading: the rhetoric and the practice     

Chris Robertson  Iris Keating  Lesley Shenton  Ivy Roberts 《Journal of Research in Reading》1996,19(1):25-35

The study investigated whether the rhetoric of uninterrupted, sustained, silent reading (USSR/ERIC) was evident in primary classrooms where the practice was professed to operate. Nine primary schools in three different counties were surveyed, and the sample included both urban and rural schools. Structured interviews were undertaken with the headteacher and two members of staff in each school, followed by classroom observations, focusing on what do teachers do in practice during USSR/ERIC. From both interviews and observations it was evident that teacher interpretation of how the sessions should be organised and managed was not specifically that of the rhetoric, with only one school closely following the prescribed model. Whilst the value of a quiet reading time was generally acknowledged and much good practice observed in sessions, it would appear that many models which operate under the guise of ‘uninterrupted sustained silent reading’ are governed by teacher preference or pupil need.  相似文献   

The Long-Term Care Workforce Crisis: Dementia-Care Training Influences on Job Satisfaction and Career Commitment     

Constance L. Coogle  Colleen A. Head  Iris A. Parham 《Educational gerontology》2013,39(8):611-631

The present study compares changes in job satisfaction and career commitment among Alzheimer's care staff participating in a two-phase, state-level training collaborative to improve dementia care. Results reveal an increase in extrinsic job satisfaction and a decrease in career commitment. Findings could be related to the effects of both the training interventions and the time lag in data collection. Decreases in career identity depended on whether participants showed a deeper involvement in aging concerns with respect to future employment. Implications for the implementation of future interventions for direct-care staff within a context of organizational and systems-based change are discussed.  相似文献   

Construction and Validation of a Chinese Value of Learning Scale (CVLS)     

Angela Leung  Iris Chi  Nelson Chow  Kin Sun Chan  Kee Lee Chou 《Educational gerontology》2013,39(10):907-920

The Chinese Value of Learning Scale (CVLS) is a 5-item instrument for assessing the value of learning in Chinese culture. The psychometric properties of CVLS were investigated in a convenient sample of 583 Chinese soon-to-be-aged adults in Hong Kong. CVLS possesses high internal consistency and exhibited satisfactory short-term test-retest reliability. CVLS also exhibited high face validity and mild convergent validity with other 48-item openness-to-experience scale (OTES) from Revised NEO Personality Inventory, and is significantly related to the past and actual learning experience. In view of its brevity and easy administration, CVLS offers a useful instrument to further investigate the value of learning in Chinese culture and its possible relationship with adults' learning behaviour.  相似文献   

Chinese Retirees' Learning Interests: A Qualitative Analysis     

Angela Leung  Iris Chi  Vico Chiang 《Educational gerontology》2013,39(12):1105-1121

This paper reports the results of two semistructured focus group interviews with 17 retirees that explore the issues these retirees perceived as central to their learning in later life (LLL). Focus is especially placed on the factors leading to their learning interests after retirement. A total of six themes (past experience in adulthood and voluntary work, perception of learning, social support, living alone, self-efficacy, and openness) were identified to be related to learning interest in later life. This study has implications for future research and service planning of LLL in the Chinese population.  相似文献   

Theoretical Development,Factorial Validity,and Reliability of the Online Graduate Mentoring Scale     

Linda M. Crawford  Justus J. Randolph  Iris M. Yob 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):20-37

In this study, we sought to confirm the theoretical framework underlying an Online Graduate Mentoring Scale by establishing the scale’s factorial validity and reliability. Analysis of data received from doctoral students and alumni/ae of the College of Education of one large, online, accredited university reduced the initial theoretical framework from seven to six attributes, and resulted in a revision of the scale. Further research is needed to test the theoretical framework with other relevant populations and to refine the scale itself by reducing skewness and attaining item balance.  相似文献   

From Analog Dollars to Digital Dimes: A Look into the Performance of US Newspapers     

Hsiang Iris Chyi  Ori Tenenboim 《Journalism Practice》2019,13(8):988-992

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BMI group-related differences in physical fitness and physical activity in preschool-age children: a cross-sectional analysis   总被引：1，自引：0，他引：1  

Niederer I  Kriemler S  Zahner L  Bürgi F  Ebenegger V  Marques P  Puder JJ 《Research quarterly for exercise and sport》2012,83(1):12-19

In the Ballabeina study, we investigated age- and BMI-group-related differences in aerobic fitness (20 m shuttle run), agility (obstacle course), dynamic (balance beam) and static balance (balance platform), and physical activity (PA, accelerometers) in 613 children (M age = 5.1 years, SD = 0.6). Normal weight (NW) children performed better than overweight (OW) children in aerobic fitness, agility, and dynamic balance (all p <.001), while OWchildren had a better static balance (p < .001). BMI-group-related differences in aerobic fitness and agility were larger in older children (p for interaction with age = .01) in favor of the NW children. PA did not differ between NW and OW (p > or = .1), but did differ between NW and obese children (p < .05). BMI-group-related differences in physical fitness can already be present in preschool-age children.  相似文献   

Sequence Learning in 4‐Month‐Old Infants: Do Infants Represent Ordinal Information?     

David J. Lewkowicz  Iris Berent 《Child development》2009,80(6):1811-1823

This study investigated how 4‐month‐old infants represent sequences: Do they track the statistical relations among specific sequence elements (e.g., AB, BC) or do they encode abstract ordinal positions (i.e., B is second)? Infants were habituated to sequences of 4 moving and sounding elements—3 of the elements varied in their ordinal position while the position of 1 target element remained invariant (e.g., A B CD, C B DA)—and then were tested for the detection of changes in the target’s position. Infants detected an ordinal change only when it disrupted the statistical co‐occurrence of elements but not when statistical information was controlled. It is concluded that 4‐month‐olds learn the order of sequence elements by tracking their statistical associations but not their invariant ordinal position.  相似文献   

Characterizing the motives and environmental literacy of undergraduate and graduate students who elect environmental programs – a comparison between teaching-oriented and other students     

Iris Alkaher  Daphne Goldman 《Environmental Education Research》2018,24(7):969-999

One aspect of the increasing position of sustainability in higher education is establishment of distinct interdisciplinary environment-oriented programs. The point-of-departure of this study is differentiation between teaching- and non-teaching-oriented students, in view of their different respective professional roles in society. The motives and environmental literacy (EL) of incoming students were investigated in three types of sustainability programs in Israel: undergraduate teacher-training, graduate teacher-education and graduate non-teacher programs. For all students acquiring knowledge was the major motive for studies. Undergraduate student-teachers demonstrated the least developed EL, although it is slightly higher than that found for incoming student-teachers a decade ago. Graduate teacher-students displayed strong identity as educational agents-of-change and role-models; however, their limited environmental-knowledge raises questions concerning providing knowledge foundations in undergraduate teacher-training programs, indicating the necessity to supplement this in graduate teacher-programs. Graduate non-teacher students perceive their continuing sustainability-oriented studies as a means for developing an environmental career and enter these programs relatively environmentally-literate. The implications focus on necessary components and characteristics of sustainability-programs directed to teaching- and non-teaching-oriented students. These include the necessity to strengthen the environmental-knowledge component in programs directed to teachers; and embed opportunities for professional internships within graduate programs for non-teachers seeking environmental careers.  相似文献   

The impact of global and local context information on the processing of deceptive actions in game sports     

Iris Güldenpenning  Mustafa Alhaj Ahmad Alaboud  Wilfried Kunde  Matthias Weigelt 《Sportwissenschaft》2018,48(3):366-375

In basketball, the defender’s reaction to a pass is slower and more error prone if the attacking player gazes into the opposite direction. This so-called head-fake effect might be modulated by context information, that is, the frequency and the sequence of head fakes occurring. Accordingly, the present study investigates the head-fake effect for different frequency proportions (20% vs. 50% vs. 80%). The results show that the head-fake effect decreases when the head fake occurs more often. Furthermore, a potential influence of previous fake experience (i.e., congruency-sequence effect) on the size of the head-fake effect was investigated. Importantly, previous fake experience did not cause the frequency-based modulation of the general size of the head-fake effect. These findings bare important implications for sports practice, especially when it comes to instructing players about the tactical use of deceptive actions.  相似文献