Instructional Climates in Preschool Children Who Are At-Risk. Part II     

Leah E. Robinson  Mary E. Rudisill  Jacqueline D. Goodway 《Research quarterly for exercise and sport》2013,84(3):543-551

In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with the Pictorial Scale of Perceived Competence and Social Acceptance. A significant Treatment × Time interaction (p < .001) was present, supporting that MMC participants reported significantly higher PPC scores over time, while no positive changes were present in LA and comparison participants. The results show that an MMC leads to psychological benefits related to achievement motivation. These findings should encourage early childhood educators to consider the effect of instructional climates on children's self-perception.  相似文献   

The FTSE-British Olympic Association Initiative: A resource dependence perspective     

Stephen Morrow  Leigh Robinson 《Sport Management Review》2013,16(4):413-423

The Financial Times Stock Exchange (FTSE)-British Olympic Association (BOA) Initiative, a partnership scheme initiated in 2007 between a number of FTSE 100 companies and Olympic National Governing Bodies (NGBs) in the UK, seeks to improve the effectiveness of the Olympic NGBs delivery and subsequent performance through the provision of support in-kind from the corporate partner. The paper uses resource dependency theory to analyse the partnerships within the Initiative, focusing primarily on the operation and benefits of those partnerships from the perspective of the Olympic NGBs. Despite being the less powerful party in the partnership, the NGBs are able to use the partnerships to acquire critical resources. While the benefits received by the companies are softer and more social in nature, nevertheless they demonstrate mutual dependency between the partners. This knowledge provides an incentive for NGBs to engage in co-optation and constraint activities as a way to strengthen the dependency relationships and protect their position.  相似文献   

The role of question type and reading ability in reading comprehension     

Naomi F. Tal  Linda S. Siegel  Michael Maraun 《Reading and writing》1994,6(4):387-402

Performance on a standardized reading comprehension test reflects the number of correct answers readers select from a list of alternate choices, but fails to provide information about how readers cope with the various cognitive demands of the task. The aim of this study was to determine whether three groups of readers: normally achieving (NA), poor comprehenders (CD), with no decoding disability, and reading disabled (RD), poor comprehenders with poor decoding skills, differed in their ability to cope with reading comprehension task demands. Three task variables reflected in the question-answer relations that appear on standardized reading comprehension tests were identified.Passage Independent (PI) question can be answered with reasonable accuracy based on the reader's prior knowledge of the passage content.Inference (INFER) questions required the reader to generate an inference at the local or global test level.Locating (LOCAT) questions require the reader to match the correct answer choice to a detail explicitly stated in the text either verbatim or in paraphrase form. The relations among reader characteristics, cognitive task factors and reading comprehension test scores were analyzed using a structural relations equation with LISREL. It was found that the three reading groups differed with respect to the underlying relationship between their performance on specific question-answer types and their standardized reading comprehension score. For the NA group, a high score on PI was likely to be accompanied by a low score on INFER, whereas in the CD and RD groups, PI and INFER are positively related. The finding of a negative relationship between background knowledge and inference task factors for normally achieving readers suggests that even normal readers may have comprehension difficulties that go undetected on the basis of a standardized scores. This study indicates that current comprehension assessments may not be adequate for assessing specific reading difficulties and that more precise diagnostic tools are needed.  相似文献   

The development, validation, and applicability of The Personnel Evaluation Standards     

Robert L. Linn  Margret Buchmann  Bruce Gould  Thomas Kellaghan  Dal Lawrence  Phil C. Robinson  Perry Zirkel 《Journal of Personnel Evaluation in Education》1989,2(3):199-214

Michigan State UniversityAir Force Human Resources Laboratory  相似文献   

Investigating the impact of NAPLAN on student,parent and teacher emotional distress in independent schools     

S. L. Rogers  L. Barblett  K. Robinson 《The Australian Educational Researcher》2016,43(3):327-343

Concerns have been raised about the impact Australia’s national standardised testing, the National Assessment Program-Literacy and Numeracy (NAPLAN), has upon the well-being of students, parents and teachers. To date, research evidence is unclear as to the level and extent of emotional distress experienced by stakeholders during testing. Despite an unclear evidence base, the prevailing view is that NAPLAN has a general negative impact upon stakeholder well-being. In a pilot study that surveyed all stakeholder groups across 11 independent schools in Western Australia, we found evidence of a minimal impact from the testing. We also found evidence for a small positive association between student and parent distress during testing, and a moderate positive association between parent and teacher distress during testing and their estimations regarding how NAPLAN impacts other people. Our results are not consistent with the prevailing view that NAPLAN has a broad negative impact on well-being, and highlights the need for further research to inform debates about the usefulness and impact of NAPLAN testing.  相似文献   

Physical discipline and children's adjustment: cultural normativeness as a moderator   总被引：2，自引：0，他引：2  

Lansford JE  Chang L  Dodge KA  Malone PS  Oburu P  Palmérus K  Bacchini D  Pastorelli C  Bombi AS  Zelli A  Tapanya S  Chaudhary N  Deater-Deckard K  Manke B  Quinn N 《Child development》2005,76(6):1234-1246

Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety.  相似文献   

Social anxiety in learning: stages of change in a sample of UK undergraduates     

Phil Topham  Naomi Moller  Hannah Davies 《Journal of Further & Higher Education》2016,40(1):125-145

Social anxiety in learning is prevalent amongst traditional-age students and has a marked effect on their engagement with higher education. It receives little attention from academic or support services and there is a presumption that students will manage their anxieties. Yet it is unclear what psychosocial resources they might bring to this task and how these may develop through the undergraduate years. This study sought to identify possible change processes in student social anxiety by analysing qualitative responses obtained from Level 2 undergraduate students (n=39) in relation to their experience of learning situations such as lectures, seminars and group presentations. Thematic analysis suggested a four-stage developmental progression for students in terms of their experience and orientation to coping with social anxiety. Implications for staff development and student support are outlined.  相似文献   

A Trial of the Five Es: A Referent Model for Constructivist Teaching and Learning   总被引：1，自引：0，他引：1  

Boddy  Naomi  Watson  Kevin  Aubusson  Peter 《Research in Science Education》2003,33(1):27-42

The science and technology education literature indicates that teaching within a constructivist paradigm is an effective way to promote student learning. Despite this, most primary school teachers do not use constructivist theoretical approaches because they are perceived as difficult and impractical to implement. To promote constructivist teaching and learning approaches in schools, teachers need access to models and strategies they can implement effectively and with relative ease. A unit of work was developed, based on the Five Es model (Engagement, Exploration, Explanation, Elaboration and Evaluation), and taught to a year 3 class. Ten students were participants in the study and became the sample. Data were analysed using two different methods to compare and validate findings. The unit of work, based on the Five Es model, was found to be interesting and fun by students, and motivated student learning and promoted student higher-order thinking.  相似文献   

The ‘Problem’ of the Female Pupil Teacher: constructions,conflict and control 1860‐1910     

Wendy Robinson 《Cambridge Journal of Education》1997,27(3):365-377

This paper highlights just one aspect of the highly gendered nature of nineteenth century pupil teaching and focuses on how the female pupil teacher was constructed as a ‘problem’. The paper consists of two broad sections and draws extensively upon the experience of female pupil teachers who attended pupil teacher centres during the school board period. First, to set the scene and contextualise the ‘problem’, a brief account of the feminisation of teaching and what this meant for the female pupil teacher and pupil teaching in general is explored, with particular reference to the complexities of female pupil teachers’ working life and the issue of mixed centre organisation. Secondly, there follows an analysis of how attempts were made to solve or contain the perceived ‘problem’ of the female pupil teacher through the simultaneous exercise of: moral control; protection and concern with physical and mental well‐being; moulding through the medium of ‘healthful recreation’.  相似文献   

Caught between a rock and a hard place: disruptive boys’ views on mainstream and special schools in New South Wales,Australia     

Linda J. Graham  Penny Van Bergen  Naomi Sweller 《Critical Studies in Education》2016,57(1):35-54

Students with disruptive behaviour in the Australian state of New South Wales (NSW) are increasingly being educated in separate ‘behaviour’ schools. There is however surprisingly little research on how students view these settings, or indeed the mainstream schools from which they were excluded. To better understand excluded students’ current and past educational experiences, we interviewed 33 boys, aged between 9 and 16 years of age, who were enrolled in separate special schools for students with disruptive behaviour. Analyses reveal that the majority of participants began disliking school in the early years due to difficulties with schoolwork and teacher conflict. Interestingly, while most indicated that they preferred the behaviour school, more than half still wanted to return to their old school. It is therefore clear that separate special educational settings are not a solution to disruptive behaviour in mainstream schools. Whilst these settings do fulfil a function for some students, the preferences of the majority of boys suggest that ‘mainstream’ school reform is of first-order importance.  相似文献