Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics     

Melissa C. Gilbert  Lauren E. Musu-Gillette  Michael E. Woolley  Stuart A. Karabenick  Marilyn E. Strutchens  W. Gary Martin 《Learning Environments Research》2014,17(2):287-304

This study examined the relationship of 979 middle school students’ perceptions of their mathematics classroom environment to their motivation and achievement. Structural equation modeling indicated that motivational variables (utility, personal achievement goals, efficacy) mediated the influence of perceived teacher expectations, teacher support and use of reform practices on mathematics standardised test scores. Our study provides empirical evidence that students’ perceptions that their teachers believe that they are capable of learning and understanding mathematics positively relate to their Mastery and Performance Goal orientations and mathematics Utility. Further, we found an interaction between students’ perceptions of the frequency of reform practice use in their mathematics classroom and mathematics efficacy. For students with lower mathematics efficacy, their perceptions of more frequent use of reform practices in their mathematics class related to higher standardised test performance. For students with higher mathematics efficacy, perceived use of reform practices did not significantly relate to standardised test performance. These data suggest that frequent exposure to reform practices is especially critical for students who judge themselves as being less capable in mathematics and who are lower performers. This finding differs from prior research that has suggested that reform practice use benefits higher achievers but not lower achievers. An important implication of our study is the need for coordinated, ongoing professional development that highlights reform pedagogy and beliefs while also focusing on student motivation theories and strategies.  相似文献   

Validity of Alternative Cut-Off Scores for the Back-Saver Sit and Reach Test     

Marilyn A. Looney  Jennie Gilbert 《Measurement in physical education and exercise science》2013,17(4):268-283

The purpose of the study was to determine if currently used FITNESSGRAM® cut-off scores for the Back Saver Sit and Reach Test had the best criterion-referenced validity evidence for 6–12 year old children. Secondary analyses of an existing data set focused on the passive straight leg raise and Back Saver Sit and Reach Test flexibility scores of 87 boys and 91 girls. The reliability and validity evidence was determined for Back Saver Sit and Reach Test cut-off scores of 7, 8, 9, and 10 inches for the boys and girls separately. Reliability evidence for passive straight leg raise and all Back Saver Sit and Reach Test cut-off scores was good to excellent. The most valid cut-off scores had the highest proportion of correct decisions associated with sensitivity ≥.67, and false-positive rate ≤.24. Based on moderate validity evidence, the best Back Saver Sit and Reach Test cut-off scores for 6–12 year olds are 8 and 9 inches for boys and girls, respectively. These findings should be cross-validated with other samples.  相似文献   

Corrigendum: “Judging Anomalies at the 2010 Olympics in Men's Figure Skating”     

Marilyn A. Looney 《Measurement in physical education and exercise science》2013,17(2):167-169

  相似文献   

Validity and Generalizability of Social Dance Performance Ratings     

Marilyn A. Looney  Barbara M. Heimerdinger 《Research quarterly for exercise and sport》2013,84(4):399-405

Abstract

The purpose of three related studies was to develop a social dance instrument that had logical validity and generalizable performance ratings. Three social dance experts critiqued the instrument and concluded the items described the characteristics of good social dance performance. Twelve couples from a social dance class were videotaped for 5 min while performing the fox trot. Their performances were evaluated by a different set of coders in each of the three generalizability (G-) studies conducted (Subjects × Coders × Days ANOVA design). Dance performances were held constant across coding occasions so the day facet represents degree of consistency in coding, not stability of subjects' performances. Decision (D-) studies were also conducted for various measurement conditions. Results of the G-studies indicated that coders with several years of experience teaching and evaluating dance had less systematic coder bias and less systematic coder bias for a subset of dancers than coders who had little or no experience evaluating movement of any form. The performance ratings given by novice coders could be generalized for any randomly selected coder evaluating on any given day (G = .79). It was concluded the social dance test was valid and coders could be trained to obtain generalizable performance ratings.  相似文献   

Validation of the Rockport Fitness Walking Test in Females 65 Years and Older     

Kathy L. Fenstermaker  Sharon A. Plowman  Marilyn A. Looney 《Research quarterly for exercise and sport》2013,84(3):322-327

Abstract

Speed and energy expenditure of the closed and open freestyle swimming turns were determined on six male swimmers. The subjects were tested while in a post-absorptive state. Resting metabolic rates were determined utilizing an open-circuit, Douglas bag method. The test included swimming a distance of 70 ft. and performing either the closed or open turn without taking a breath. Upon completion of the test, the subject breathed into a Douglas bag for 15 min. Each turn was timed with a stopwatch; a turn started 3 ft. 10 in. before touching and ended as the feet left the side of the pool. Statistical treatment of the date revealed no significant difference in energy expenditure. However, the closed turn proved to be significantly faster than the open.  相似文献   

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher’s Journey Through Reflections on Classroom Practice     

Sarah Capitelli  Paula Hooper  Lynn Rankin  Marilyn Austin  Gennifer Caven 《Journal of Science Teacher Education》2016,27(3):283-302

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.  相似文献   

DateBook     

Marilyn Wolf  Bernd Kleinjohann  Lisa Kleinjohann 《TechTrends》2003,47(2):64-64

  相似文献   

Outplacement for underserved women workers     

Suzanne C. Freeman  Marilyn Haring-Hidore 《Journal of Career Development》1988,14(4):287-293

Conclusions The outplacement program ended with a short written evaluation of the value of the program to participants. Their comments indicated a high level of satisfaction; and all responded yes to the question, Overall, do you think the outplacement program has been beneficial to you? It appears that one of the main factors contributing to the program's success was having program goals that recognized the needs of hourly women workers. Before the outplacement program, they had no hope of obtaining better jobs than that of telephone operator. It was an exceptional women whose eyes were focused on moving up. The vast majority were resigned to take what they could get, clearly reducing their expectations and encouraging downward rather than upward movement. The true test will be to see what these participants do with their work lives in the future, but responses following the program indicate initially that they are now aiming much higher than the most basic level of employment.Suzanne C. Freeman is a Doctoral student and Marilyn Haring-Hidore is Associate Professor of Counselor Education at the University of North Carolina at Greensboro. Address requests for reprints to Ms. Freeman.  相似文献   

Fusing the boundaries between home and child care to support children's scientific learning     

Marilyn Fleer 《Research in Science Education》1996,26(2):143-154

Parent involvement in early childhood education is highly valued by staff and families alike. However, limited research is available to guide professionals in how best to involve families in the early childhood programs developed for their children. This article reports on a study which investigated the impact of a science teaching and learning program on families of children attending an Australian Child Care Centre. Particular reference is made to the level of scientific support families gave to their children.  相似文献   

Imagination, emotions and scientific thinking: what matters in the being and becoming of a teacher of elementary science?     

Marilyn Fleer 《Cultural Studies of Science Education》2012,7(1):31-39

Christina Siry and Johaira Lara in researching pre-service teachers field based experiences of elementary science education bring to the fore the importance of teacher identity. In this paper, an alterative reading of pre-service teaching experience is given, one that complements the analysis provided by Siry and Lara, but which utilizes the cultural-historical concepts of emotions and imagination and creativity. It is argued that these important concepts give further insights into becoming a teacher of elementary science.  相似文献