Comparison of Individual Criteria and Externally Imposed Criteria for Stage Allocation: Findings from an Internet Study Addressing Physical Activity     

Jana Richert  Sonia Lippke  Ralf Schwarzer 《Measurement in physical education and exercise science》2013,17(4):225-240

Stage-matched interventions can only be more effective than “one-size-fits-all” interventions if they target participants' specific needs. Therefore, individuals must be allocated to a stage that truly reflects their mindsets. Various criteria for stage allocation exist. This study's objective was to demonstrate the impact of different classification criteria on stage allocation, and which criterion yields the best reflection of individuals' mindsets. The sample consists of 569 internet users. Physical activity, intention to change, and four stages of change (Non-Intender, Intender, Maintaining Actor, and Changing Actor) were assessed. Staging was based on two criteria: individual criteria and externally imposed criteria (30 min of physical activity on at least 4 days of the week). Hypotheses were tested by multivariate analyses and validity tests. As predicted, the different criteria affected stage allocation, and staging based on the individual criterion seemed to reflect individuals' intention to change and behavior better than staging based on the external standard.  相似文献   

Research University STEM Faculty Members’ Motivation to Engage in Teaching Professional Development: Building the Choir Through an Appeal to Extrinsic Motivation and Ego     

Jana Bouwma-Gearhart 《Journal of Science Education and Technology》2012,21(5):558-570

This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional ego, and sought to bring their teaching identities in better concordance with their researcher identities. The results pose a challenge to a body of research that has concluded that faculty must be intrinsically motivated to participate in teaching professional development. Results confirmed a pre-espoused theory of motivation, self-determination theory; a discussion of research literature consideration during grounded theory research is offered. A framework for motivating more faculty members at research universities to engage in teaching professional development is provided.  相似文献   

Beyond ‘migrant background’: how to select relevant,social justice oriented,and feasible social categories in educational research     

Vietze  Jana  Schwarzenthal  Miriam  Moffitt  Ursula  Civitillo  Sauro 《European Journal of Psychology of Education - EJPE》2023,38(1):389-408

European Journal of Psychology of Education - Across continental Europe, educational research samples are often divided by ‘migrant background’, a binary variable criticized for masking...  相似文献   

How the existence of special schools affects the placement of students with special needs in inclusive primary schools     

Nikola Ebenbeck  Jakob Rieser  Jana Jungjohann  Markus Gebhardt 《Journal of Research in Special Educational Needs》2022,22(3):274-287

Although inclusion is the declared goal, the transition from a system based on special schools to an inclusive school system has only been progressing very slowly in individual countries. In an evolving school system, the existing special schools keep struggling to justify their existence. This study investigates the regional distribution effects based on official school data and shows the influence of a pull effect on special schools as a distance effect of special schools affecting the placement of students. For this purpose, official school statistics including all students at special and regular schools in the years 2010, 2015 and 2020 (N = 11 280 040) are evaluated in a spatiotemporal comparison using Educational Data Mining. In a hierarchical regression model on school placement in inclusive schools, the distance between primary and special schools has the highest influence (β = 0.48) on the inclusion rate (i.e., the proportion of students with special needs who are educated in regular schools in relation to all students with disabilities), along with the size (β = −0.14) and the density of special schools in a district (β = −0.12). The effects differ according to the population density of the region and are stronger in large cities. When the proportion of students with and without SEN in regular schools is considered (support rate), the density of special schools has the greatest impact on school placement (ß = 43.44). Self-preservation of schools, traditional funding systems and regional differences between urban and rural areas are discussed as possible reasons.  相似文献   

Interviewing to analyze & assess performance improvement initiatives     

Jana L. Pershing 《Performance Improvement》2003,42(6):30-36

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