Beginning Teachers: Beliefs and Classroom Actions     

Patricia E. Simmons  Allen Emory  Tim Carter  Teresa Coker  Brian Finnegan  Denise Crockett  Lon Richardson  Robert Yager  John Craven  John Tillotson  Herbert Brunkhorst  Mark Twiest  Kazi Hossain  James Gallagher  Don Duggan‐Haas  Joyce Parker  Fernando Cajas  Qasim Alshannag  Sheryl McGlamery  Jerry Krockover  Paul Adams  Barbara Spector  Tom LaPorta  Bob James  Kristin Rearden  Kay Labuda 《科学教学研究杂志》1999,36(8):930-954

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How Much Does Experience Matter in NCAA Division I Volleyball? A Retrospective Study     

Jennifer Bunn  Summer Schuitema  Sidong Zhang  Jerry Mayhew 《Research quarterly for exercise and sport》2019,90(1):64-70

Purpose: To evaluate the relationship between years of collegiate playing experience and success of NCAA Division I volleyball programs. Methods: Data were gathered from the 2010–2015 seasons for each volleyball program in the “power five” conferences. Players that were involved in at least 66% of the sets were selected for analysis. Each player’s years of college experience were tabulated and a team average experience score was created. This score was correlated with the end of season Ratings Percentage Index (RPI). Years with a significant correlation between success and experience were further analyzed for differences in on-court statistics by years of experience. Results: The range for team average experience score was 2.52–2.66. Only the 2012 season showed a moderate correlation between the team average score and RPI (ρ = ?0.421, p = .001), indicating that more experienced teams finished with a higher national ranking. Within this year, teams with more experience had a statistically significant (p < .05) higher season win percentage, higher conference win percentage, higher hitting percentage, more kills/set, and more assists/set than teams with low or only moderate experience. Conclusions: These data suggest that more collegiate playing experience does not always result in a significantly more successful season, but trends indicate that a relationship does exist between experience and success. In the one year that showed significance, more experienced teams had more favorable statistics related to skills that terminate play (e.g., kills) rather than ball control skills (e.g., digs and passing).  相似文献   

Participation of psychologists in multidisciplinary team evaluations     

William Frankenberger  Jerry Harper 《Psychology in the schools》1986,23(1):53-58

State implementation plans required by PL 94–142 were collected and reviewed to determine whether psychologists were mentioned as appropriate members of multidisciplinary evaluation teams. Questionnaire data from 625 directors of special education also were analyzed to determine the frequency with which psychologists actually participated on the evaluation teams. The review revealed an apparent reluctance on the part of states to specify psychologists as appropriate team members. When psychologists were mentioned, school psychologists and other types of psychologists were identified with near equal frequencies. Even though states' implementation guidelines infrequently identified psychologists for participation on multidisciplinary teams, 81% of the surveyed teams actually included a psychologist. However, psychologists' rate of participation varied among the states. Implications of the minimum state requirements and varying participation of psychologists among states are discussed.  相似文献   

On the personal growth of school psychologists     

Jerry L. Whiteman  Ronald G. Hartman  Linda Brannon 《Psychology in the schools》1982,19(2):226-233

Trainers of school psychologists in the United States were surveyed to assess the importance they ascribe to personal growth and interpersonal effectiveness of their trainees. Although results suggest that such qualities are essential for competent practice, the identity of these characteristics, their emphasis in training, and methods of evaluation vary greatly. Trainers and practitioners are challenged to clarify the personal qualities desired in the practice of school psychology and to demonstrate them through example.  相似文献   

The usefulness of informing students of training objectives     

Jerry O. Spears  Allen D. Calvin 《Performance Improvement》1982,21(5):34-36

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TEACHER PERSONNEL AND ADMINISTRATION     

Jerry H. Robbins 《The Educational forum》2013,77(1)

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Speaking Out: Facing Issues Toward the Twenty-First Century     

Jerry D. Ford 《Clearing house (Menasha, Wis.)》2013,86(2)

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HUMANISTIC EDUCATION: WHAT IS IT?     

Jerry L. Walker 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):68-73

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Has the Bayh-Dole act compromised basic research?     

Jerry G. Thursby  Marie C. Thursby 《Research Policy》2011,40(8):1077-1083

We examine three hypotheses regarding the effects of the Bayh-Dole Act on research effort of faculty. The first hypothesis we call the status quo hypothesis and it asserts that there has been no effect on research profiles. The second hypothesis, which we call the negative hypothesis, asserts that faculty have been diverted from their traditional role in basic research toward research with more commercial potential. Our final hypothesis is derived from prior theoretical work that suggests that both basic and applied research is greater when faculty can benefit from commercialization of their research effort; we refer to this as the positive hypothesis. The data we examine are the research and invention disclosure of faculty at 8 US universities over the period 1983–1999. Using a citation based measure of basic research publications we relate basic research effort to invention disclosures. Our findings are clear in that they do not show any support for the negative hypothesis and they show substantially greater support for the positive hypothesis than for the status quo hypothesis.  相似文献   

Representational Tools in Computer-Supported Collaborative Argumentation-Based Learning: How Dyads Work With Constructed and Inspected Argumentative Diagrams     

Marije van Amelsvoort  Jerry Andriessen  Gellof Kanselaar 《学习科学杂志》2013,22(4):485-521

This article investigates the conditions under which diagrammatic representations support collaborative argumentation-based learning in a computer environment. Thirty dyads of 15- to 18-year-old students participated in a writing task consisting of 3 phases. Students prepared by constructing a representation (text or diagram) individually. Then they discussed the topic and wrote a text in dyads. They consolidated their knowledge by revising their individual representation. There were 3 conditions: Students could use either (a) the individual texts they wrote, (b) the individual diagrams they constructed, or (c) a diagram that was constructed for them based on the text they wrote. Results showed that students who constructed a diagram themselves explored the topic more than students in the other conditions. We also found differences in the way collaborating dyads used their representations. Dyads who engaged in deep discussion used their representations as a basis for knowledge construction. In contrast, dyads who engaged in only shallow discussion used their representations solely to copy information to their collaborative text. We conclude that diagrammatic representations can improve collaborative learning, but only when they are used in a co-constructive way.  相似文献