Audience‐perceived anxiety patterns of public speakers     

Amber N. Finn  Chris R. Sawyer  Ralph R. Behnke 《Communication quarterly》2013,61(4):470-481

Gray's neurological theory of anxiety (1982, 1990; Gray & McNaughton, 2000) predicts that state anxiety will decrease with continuous exposure to a fear arousing stimulus. Previous studies of psychological and physiological state anxiety patterns during public speaking have reported a pattern of progressively decreasing anxiety levels consistent with this phenomenon, known as habituation. In the current report, the extent to which the state anxiety behaviors of speakers conform to the habituation pattern is examined. In the first of two studies, 30 novice speakers presented informative speeches to audiences of 18 to 20 fellow students. These speeches were videotaped and replayed in their entirety for observers (N=30) who rated the severity of each performer's speech anxiety behaviors. In the second study, each videotaped presentation was divided into one‐minute segments and presented in random order to a new set of observers (N=25). Procedures in the second study were designed to control for rater expectations that state anxiety would decline over time. Overall, behavioral measures of public speaking state anxiety displayed a continually declining pattern associated with habituation.  相似文献   

Using the Staff Sharing Scheme to support school staff in managing challenging behaviour more effectively     

Daniel Jones  Jeremy Monsen  John Franey 《Educational Psychology in Practice》2013,29(3):258-277

This paper explores how educational psychologists working in a training/consultative way can enable teachers to manage challenging pupil behaviour more effectively. It sets out a rationale which encourages schools to embrace a group based teacher peer-support system as part of regular school development. It then explores the usefulness of the Staff Sharing Scheme as an exemplar of such an approach from the perspective of school based participants. Through a case-study approach, the current findings suggest that group based peer-support programmes help teachers reflect on the causes of disruptive behaviour holistically and subsequently to problem solve in a more coherent manner. This leads to changes in teacher behaviour within the classroom. Issues of time and trust were identified as important obstacles to the potential development of such a scheme within the school.  相似文献   

Exposure to Violence Across the Social Ecosystem and the Development of Aggression: A Test of Ecological Theory in the Israeli–Palestinian Conflict     

Paul Boxer  L. Rowell Huesmann  Eric F. Dubow  Simha F. Landau  Shira Dvir Gvirsman  Khalil Shikaki  Jeremy Ginges 《Child development》2013,84(1):163-177

Bronfenbrenner’s (1979) ecological model proposes that events in higher order social ecosystems should influence human development through their impact on events in lower order social ecosystems. This proposition was tested with respect to ecological violence and the development of children’s aggression via analyses of 3 waves of data (1 wave yearly for 3 years) from 3 age cohorts (starting ages: 8, 11, and 14) representing three populations in the Middle East: Palestinians (N = 600), Israeli Jews (N = 451), and Israeli Arabs (N = 450). Results supported a hypothesized model in which ethnopolitical violence increases community, family, and school violence and children’s aggression. Findings are discussed with respect to ecological and observational learning perspectives on the development of aggressive behavior.  相似文献   

Randomised controlled trial of incentives to improve attendance at adult literacy classes   总被引：1，自引：1，他引：0  

Greg Brooks  Maxine Burton  Pam Cole  Jeremy Miles  David Torgerson 《牛津教育评论》2013,39(5):493-504

Background: Incentives have been proposed as a method to improve attendance in adult literacy classes. In the UK, several areas have piloted the use of incentives to promote attendance at adult literacy classes. To date no rigorous evaluation of this policy has been undertaken. This paper describes (as far as we are aware) the only UK‐based randomised controlled trial to evaluate the use of financial incentives in order to promote attendance in classes for adult learners.

Methods: We used a cluster‐randomised design. Twenty‐nine adult literacy classes were randomised in two groups using minimisation. Intervention group learners received £5 (US$10) for each class attended. The main outcome was class attendance; the secondary outcome was literacy scores.

Results: After allocation, one class was found to be ineligible for the study. In the 28 remaining classes there was a statistically significant reduction of about 1.5 sessions (95% confidence interval (CI) 0.28, 2.79; p = 0.019) attended by the intervention group compared with control, after adjusting for cluster size and baseline scores. The difference in reading scores between the intervention and control group, conditioned on baseline scores, was ?2.38 (with controls scoring higher than the intervention group), but this difference was not statistically significant (95% CI ?7.40 to 2.57, p = 0.33).

Conclusion: Payments to attend adult literacy classes had an adverse effect on attendance. This trial needs urgent replication, ideally with a larger incentive, before this approach is widely used by policy makers.  相似文献   

Against Pointillisme about Mechanics     

Butterfield  Jeremy 《The British journal for the philosophy of science》2006,57(4):709-753

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Developing Diversity Through Specialisation in Secondary Education: Comparing approaches in New Zealand and England     

Jeremy Higham  Sharp Paul  Mark Priestley 《Compare》2000,30(2):145-162

The paper compares approaches to curriculum specialisation in secondary education in New Zealand and England. In both countries there have been movements towards increased specialisation, though these have been quite different in form and scope. In both countries specialisation cannot be divorced from broader education policies designed to increase devolution and choice and the paper discusses these contexts before analysing the different approaches to specialisation and attempting an explanation. The authors draw on findings from research undertaken in New Zealand schools. The paper identifies three dimensions that have played a part in influencing curriculum specialisation in both countries. These are opportunity, source of impetus and support. It is argued that while local initiative is possible in New Zealand, central planning and guidance is inadequate. In England while central planning is strong and support is available, it is far from clear that real specialisation is encouraged by existing curriculum and assessment frameworks. In these circumstances in both countries it seems likely that vertical, rather than horizontal, diversity will continue to hold sway.  相似文献   

Using a situative perspective to gain a deeper understanding of how children’s strengths are related to social context     

Nick Bozic  Rebecca Lawthom  Janice Murray  Jeremy Oldfield 《Journal of Research in Special Educational Needs》2021,21(3):280-289

Over the last twenty-five years, there has been an increase in the availability of published checklists and schedules which allow practitioners to identify the strengths of children and young people, including those with special educational needs. While helpful, these assessments are unable to tell us about the nature of contextual factors which support the expression of particular strengths. In this study, we took a situative perspective to explore how specific classroom practices facilitated strengths. A multiple case study design was used to analyse practices nominated by three children/young people with special educational needs. Qualitative analysis revealed how aspects of practice afforded the opportunity for each child to participate in ways which they equated with their strengths. This style of strength-based assessment led to a more sustained examination of supportive practice features than would have been achieved through interview alone.  相似文献   

Introduction     

Jeremy Eckstein Editor 《Cultural Trends》1993,5(19)

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Durability of cement drain tile and concrete in alkali soils     

R.J. Wig  G.M. Williams  A.N. Finn  S.H. McCrory  E.C. Bebb  L.R. Ferguson 《Journal of The Franklin Institute》1917,183(5):625-628

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The District and Charter Sectors of American K–12 Education: Pros and Cons     

Chester E. Finn Jr.  Brandon L. Wright 《Journal of School Choice》2017,11(1):9-28

This article probes ways in which the school-choice marketplace as it developed via chartering has not worked as well in practice as many had hoped. It includes reflection on the profoundly different operating principles and theories of action that separate the district and charter sectors in their pure forms. It also offers market-strengthening suggestions that blend the 2 approaches, organizing them under 10 categories.  相似文献