The relative contributions of self-efficacy and locus of control to the prediction of vocational congruence     

Darrell Anthony Luzzo  Barbara E. Ward 《Journal of Career Development》1995,21(4):307-317

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Sir Cyril Burt: last casualty of the Cold War or the first in the battle for political correctness?     

James Ward 《教育心理学》1993,13(1):69-77

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Guest Editor's introduction     

Terrell Ward Bynum 《Ethics and Information Technology》2001,3(2):87-88

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Estimation of VO2max: a comparative analysis of five exercise tests     

L D Zwiren  P S Freedson  A Ward  S Wilke  J M Rippe 《Research quarterly for exercise and sport》1991,62(1):73-78

Thirty-eight female subjects (M +/ SD = 33 +/- 3.0 years) had VO2max measured on the cycle ergometer (M +/- SD = 37.3 +/- 6.4 ml.kg-1.min-1) and on the treadmill (M +/- SD = 41.3 +/- 6.6 ml.kg-1.min-1). VO2max was estimated for each subject from heart rate (HR) at submaximal workloads on the cycle ergometer using the Astrand-Rhyming nomogram (A/R) and the extrapolation method (XTP). VO2max was also estimated from three field tests: 1.5-mile run (RUN) (independent variable [IV] = time), mile walk (WALK) (IV = time, age, HR, gender, body weight), and the Queens College Step Test (ST) (IV = HR during 5-20 s recovery). Repeated measure ANOVA revealed significant mean differences between the criterion cycle ergometer VO2max versus A/R and XTP (20 and 12% overestimation). The WALK, RUN, and ST VO2max values were not significantly different from the criterion treadmill VO2max. The correlation between criterion VO2max estimated from the WALK and RUN were r = .73 (SEE = 4.57 ml,kg-1.min-1) and r = .79 (SEE = 4.13 ml.kg-1.min-1), respectively. The ST, A/R, and XTP had higher SEEs (13-13.5% of the mean) and lower r s (r = .55 to r = .66). These results suggest both the WALK and RUN tests are satisfactory predictors of VO2max in 30 to 39-year-old females.  相似文献   

Teacher Competency and Testing: A Natural Affinity     

Albert Shanker  James Gordon Ward 《Educational Measurement》1982,1(2):6-9

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The effect of different modes of task orientation on observational attainment in practical chemistry     

R. F. Kempa  J. E. Ward 《科学教学研究杂志》1975,12(1):69-76

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Teachers’ Attitudes Towards the Integration of Disabled Children into Regular Schools     

Yola Center  James Ward 《International Journal of Disability, Development & Education》1987,34(1):41-56

Regular and resource teachers from New South Wales government and nongovernment schools were surveyed to elicit their attitudes towards the integration of individual disabled chldren, the support services currently provided and the skills considered essential for teachers of mainstreamed atypical students. Differences among sub‐groups of teachers and between teachers and principals who had completed the same questionnaire in a previous study were also examined. Results indicate that teachers’ attitudes to the integration of individual disabled children reflect lack of confidence both in their own instructional skills and in the quality of support personnel currently provided to them. They are positive about integrating only those children whose disabling characteristics are not likely to require extra instructional or management skills on the part of the teacher. However, teachers’ attitudes may be significantly modified by their pre‐service training and the nature of their subsequent professional experience. Examination of the skills needed by mainstreaming staff reveals that, while general competence is considered essential, neither regular nor resource teachers seem aware of the need for a structured approach to curriculum objectives. The finding that principals’ attitudes arc consistently more positive than those expressed by teachers suggests a somewhat unrealistic perception by the former of teachers’ current anxieties about integration. Implications of these findings for policy and practice are discussed.  相似文献   

STUDENTS’ ATTRIBUTIONS OF ACADEMIC SUCCESS     

David Fontana  Eira Williams  Allen Simon  Lionel Ward 《Assessment & Evaluation in Higher Education》1986,11(2):105-116

This study investigates higher education students’ own attributions of success using free responses, exploring in particular the relative importance of ability and effort‐related attributions on the one hand and luck‐related attributions on the other. A sample of 150 first year polytechnic degree course students from both Arts and Science faculties was investigated. A rank order of 12 categories was established: study habits, lecture‐content, lecturer, social, interest, motivation, ability, domestic security, peers, luck, financial security, health. Among study habits a rank order of 7 categories was also established: reading skills, examination technique, time, note‐taking skills, organisation of work, revision, place. Knowledge of, and practice in, study habits, is clearly important, and other implications are the need for further awareness of the lecturer‐student relationship and more research into the consistency of student attributions across faculties beyond the first year.  相似文献   

Attenuation by contextual cues of retroactive interference of a conditional discrimination in rats     

Ward A. Rodriguez  Louis S. Borbely  Ronald S. Garcia 《Learning & behavior》1993,21(2):101-105

We investigated the effect of associating unique contextual cues with an interpolated learning task on retroactive interference in long-term memory. Rats were originally trained in a two-bar operant chamber with an auditory conditional discrimination stimulus. During interpolated learning, which occurred in either the original or a new context, some rats were trained on a probability learning task that did not include the auditory stimuli present during original learning. Subsequent retraining on the original conditional discrimination task in the original context showed that (1) significant retroactive interference occurs in rats, and (2) the presence of unique contextual cues during interpolated learning significantly reduces this interference. These results extend the conditions under which the susceptibility to retroactive interference can be altered by contextual cues.  相似文献   

Deepening kindergarteners' science vocabulary: A design study     

Allison Ward Parsons  Camille Lawrence Bryant 《The Journal of educational research》2016,109(4):375-390

Early, effective instruction to introduce both science vocabulary and general academic language may help children build a strong conceptual and linguistic foundation for later instruction. In this study, a design research intervention was employed to expose children to a variety of interrelated science content words to increase both the breadth and the depth of their vocabularies. This 8-week intervention targeted specific science content vocabulary development through adapting teachers' practices to include use of three instructional techniques: Teachers interactively read aloud information books, engaged students in conversation, and provided hands-on science activity centers. Results demonstrated that children deepened their understanding of the targeted vocabulary words.  相似文献