Book reviews     

George Gerbner  Gabriel D. Ofiesh  Jerry M. Lewis  Frederick G. Knirk  F. Earle Barcus  Robert Steele 《Educational technology research and development : ETR & D》1966,14(3):407-416

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Student Evaluations of Tertiary Teaching: a Nepalese investigation     

David Watkins  Murari Regmi 《教育心理学》1992,12(2):131-142

An investigation is reported which tests the applicability of two American instruments designed to assess tertiary students’ evaluations of teaching effectiveness with 297 Nepalese graduate students. The scales were found to have generally adequate internal consistency reliability coefficients, most of the items were seen to be appropriate, and every item was considered of importance by at least some of the students. In addition, all but the Workload/Difficulty items clearly differentiated between ‘good’ and ‘poor’ lecturers. Further analysis failed to support the convergent and discriminant validity of three of the scales hypothesised to measure similar or dissimilar components of effective teaching. Factor analysis confirmed this finding as a strong main factor of teaching effectiveness plus minor factors referring to workload difficulty and grading were obtained. This research therefore indicated more overlap between aspects of teaching skill and enthusiasm than is evident in Western studies. Taken together with the results of similar investigations in developing countries, there must be doubt about the cross‐cultural validity of a multidimensional model of teaching effectiveness.  相似文献   

Including the nuclear issue in the school curriculum: a balanced approach     

Jerry Wellington 《Cambridge Journal of Education》1985,15(3):127-133

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Differences in science teaching attitudes among secondary teachers,principals, college teacher trainers,and teacher trainees     

Victor L. Willson  Jerry G. Horn 《科学教学研究杂志》1979,16(5):385-389

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Construct validity of the learning behavior scale with an independent sample of students     

Frank C. Worrell  Beverly J. Vandiver  Marley W. Watkins 《Psychology in the schools》2001,38(3):207-215

In this study, the factor structure of the Learning Behavior Scale (LBS; McDermott, Green, Francis, & Stott, 1999) was examined in an independent sample of 257 elementary school students. The LBS is a 29‐item, four‐factor scale on which teachers rate students' positive and negative learning behaviors. The results indicated that the internal consistency of the total LBS scores and the scores on two subscales (Competence Motivation and Attitude Toward Learning) were high enough for individual decision making, whereas the reliability estimates of scores on the Attention/Persistence and Strategy/Flexibility subscales were appropriate only for research or screening purposes. Factor analyses extracted factors similar to three of the factors on the LBS (Competence Motivation, Attitude Toward Learning, and Strategy/Flexibility), and suggested that the fourth factor (Attention/Persistence) may benefit from additional study. In general, the results indicate that the LBS may be a useful tool for examining students' learning behaviors. © 2001 John Wiley & Sons, Inc.  相似文献   

Longitudinal factor structure of the WISC‐III among students with disabilities     

Marley W. Watkins  Gary L. Canivez 《Psychology in the schools》2001,38(4):291-298

If the factor structure of a test does not hold over time (i.e., is not invariant), then longitudinal comparisons of standing on the test are not meaningful. In the case of the Wechsler Intelligence Scale for Children‐Third Edition (WISC‐III), it is crucial that it exhibit longitudinal factorial invariance because it is widely used in high‐stakes special education eligibility decisions. Accordingly, the present study analyzed the longitudinal factor structure of the WISC‐III for both configural and metric invariance with a group of 177 students with disabilities tested, on average, 2.8 years apart. Equivalent factor loadings, factor variances, and factor covariances across the retest interval provided evidence of configural and metric invariance. It was concluded that the WISC‐III was measuring the same constructs with equal fidelity across time which allows unequivocal interpretation of score differences as reflecting changes in underlying latent constructs rather than variations in the measurement operation itself. © 2001 John Wiley & Sons, Inc.  相似文献   

Conceptions of athletic excellence among children and adolescents     

B Watkins  A B Montgomery 《Child development》1989,60(6):1362-1372

Youth in grades 3, 6, 9, and 12 were interviewed about their beliefs regarding athletic excellence. A set of open-ended questions assessed beliefs about the source of athletic ability and the differences between excellent athletes and others. Respondents also rated excellent athletes on a checklist containing various physical, cognitive, emotional, and interpersonal traits. Younger children were less likely than adolescents to differentiate excellent athletes. All participants, but especially adolescents, attributed greater physical skills to highly competent athletes. All but the third graders thought excellent athletes were different from others in terms of cognitive skills (e.g., attention, concentration), and adolescents believed excellent athletes also differed from others in terms of attitudes (e.g., motivation, determination). Older males were more likely to believe that athletic excellence was due to natural ability, whereas older females were more likely to attribute excellence to early social support and facilitation.  相似文献   

Affiliation to school: measures and interventions     

Chris Watkins 《Pastoral Care in Education》2016,34(2):79-89

The degree of affiliation which pupils develop towards their schools is an important factor in their engagement and success. It has also been a matter of concern at the time of transfer from primary to secondary school. This article describes the development of a brief method for identifying the degree of affiliation which pupils feel, and also identifying any points of concern. Data from 670 pupils in a London secondary school is reported. Concerns about pupils’ experience of transfer are often addressed through interventions which are teacher-centred. An account is given of a pupil-centred intervention to improve affiliation, and its apparent long-lasting effects. There also seems to be an improvement trend over years, reflecting the school’s paying attention to this theme.  相似文献   

Young children teach themselves to read and write     

Jerry Aldridge  Debra Rust 《Early Childhood Education Journal》1987,15(2):29-31

Too often young children are hurried into formal academic tasks before they are ready. This push for abstract reading and writing skills in early childhood settings can actually inhibit young children's language development. However, teachers who allow children to naturally acquire reading and writing provide a print-rich environment that encourages experimentation with language.  相似文献   

A new policy paradigm for Ontario education?     

Jerry Paquette 《Interchange》1991,22(4):1-23

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