THIRD INTERNATIONAL CONGRESS FOR HOME EDUCATION     

Izhar Oplatka  Reli Golan 《Religious education (Chicago, Ill.)》2013,108(5):516-518

The study aimed to trace teachers’ role behaviors that religious teachers perceive as mandatory versus discretionary and non-prescribed at work. Based on interviews with 15 teachers working in the Israeli religious state education, it was found that teaching the subject matter, preparing students for national exams, encouraging students to learn, and teaching religious values unrelentingly is perceived as in-role tasks, while helping students and colleagues, committing to the school as a whole, and refraining from wasting learning time is perceived as extra-role activities. Most interesting is the impact of Jewish heritage and belief on our interviewees’ tendency to perform extra-role activities.  相似文献   

Validity and reliability of measures assessing social-cognitive determinants of physical activity in low-active Australian adults     

Richard R. Rosenkranz  Karly S. Geller  Mitch J. Duncan  Cristina M. Caperchione  Corneel Vandelanotte  Anthony J. Maeder 《Measurement in physical education and exercise science》2018,22(4):322-331

This cross-sectional study of 504 community-dwelling Australian adults (328 females, 176 males, mean age 50.8 ± 13.0 years) sought to examine the reliability and validity of measurement scales for physical activity (PA) self-efficacy and outcome expectations. Participants completed demographic and anthropometric measurements, and a 23-item psychosocial questionnaire pertinent to an intervention target of 10,000 steps per day. Exploratory (n = 252) and confirmatory (n = 252) factor analyses were conducted to determine psychometric properties of the measures. Based on theory and goodness-of-fit indices, six factors were extracted from the questionnaire: PA self-efficacy; PA barriers self-efficacy (including general, personal, and conflict); and physical and mental outcome expectations. From confirmatory factor analysis, the model demonstrated good data fit in four out of five indices: CFI = 0.99; TLI = 0.99; SRMR = 0.03; RMSEA = 0.03, 90%CI = 0.01–0.05, χ² = 113.14 (88), p = 0.04; including good fit by sex, age, weight status, education, and birth country. PA interventions can employ our psychometrically sound social cognitive measures.  相似文献   

The perceptual responses to high-velocity,low-load and low-velocity,high-load resistance exercise in older adults     

Darren L. Richardson  Michael J. Duncan  Alfonso Jimenez  Victoria M. Jones  Paul M. Juris  Neil D. Clarke 《Journal of sports sciences》2018,36(14):1594-1601

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Supporting self-evaluation in local government via Knowledge Discovery and Data mining     

Hye-Chung Kum  Dean F. Duncan  C. Joy Stewart 《Government Information Quarterly》2009

The business sector has already recognized the importance of information flow for good management, with many businesses adopting new technology in data mining and data warehousing for intelligent operation based on free flow of information. Free flow of information in government agencies is just as important. For example, in child welfare, entities that fund social services programs have increasingly demanded improved outcomes for clients in return for continued financial support. To this end, most child welfare agencies are paying more attention to the outcomes of children in their care. In North Carolina, many county departments of social services have successfully adopted the self-evaluation model to monitor the effects of their programs on the outcomes of children. Such efforts in self-evaluation require good information flow from state division of social services to county departments of social services. In this paper, we propose a comprehensive KDD (Knowledge Discovery and Data mining) information system that could upgrade information flow in government agencies. We present the key elements of the information system and demonstrate how such a system could be successfully implemented via a case study in North Carolina. The next generation infrastructure in digital government must incorporate such information system to enable effective information flow in government agencies without compromising individual privacy.  相似文献   

Job aids and performance support: Moving from knowledge in the classroom to knowledge everywhere by Allison Rossett,and Lisa Schafer     

Dave Font  John R. Duncan 《Performance Improvement》2008,47(2):46-48

Allison Rossett, CPT, teaches at San Diego State University and is equally at home in the consulting world, where she has helped a global mix of companies and other organizations. Lisa Schafer is one of the principals in Collet and Schafer, which focuses on performance improvement in Fortune 100 companies. Job Aids and Performance Support: Moving from Knowledge in the Classroom to Knowledge Everywhere (ISBN 978‐0‐7879‐7621‐7) is published by Jossey‐Bass/Pfeiffer. This publisher may be reached at (800) 274‐4434 (phone) or (800) 569‐0443 (fax).  相似文献   

Making memories available: a framework for preserving rural heritage through community knowledge management (cKM)     

Duncan?ShawEmail author  Graham?McGregor 《知识管理研究与实践》2010,8(2):121-134

While most of the research in Knowledge Management (KM) has focused on business communities, there is a breadth of potential applications of KM theory and practice to wider society. This paper explores the potential of KM for rural communities, specifically for those that want to preserve their social history and collective memories (what we call heritage) to enrich the lives of others. In KM terms, this is a task of accumulating and recording knowledge (using KM techniques such as story-telling and communities of practice) to enable its retention for future use (by interested people perhaps through KM systems). We report a case study of Cardrona, a valley of approximately 120 people in New Zealand's South Island. Realising that time would erode knowledge of their community a small, motivated group of residents initiated a KM programme to create a legacy for a wider community including younger generations, tourists and scholars. This paper applies KM principles to rural communities that want to harness their collective knowledge for wider societal gain, and develops a community-based framework to inform such initiatives. As a result, we call for a wider conceptualisation of KM to include motives for managing knowledge beyond business performance to accommodate community (cKM).  相似文献   

The Effects of Standardized Testing on Teaching and Schools   总被引：1，自引：0，他引：1  

Joan L. Herman  Shari Golan 《Educational Measurement》1993,12(4):20-25

How much influence does standardized testing exert on teaching and learning in upper elementary classrooms? Is there any difference between the impact of testing on low-SES and high-SES classrooms? How much impact does “teaching to the test” appear to have on test scores?  相似文献   

DEVELOPMENTALLY TESTING THE TELEVISION COMPONENT     

Duncan Brown 《Learning, Media and Technology》1979,5(1):11-13

This paper is a summary of a follow‐up study which gauged the reactions of an Open University Course Team to the developmental testing of the broadcast element of their course. The particular problems encountered in modifying the television component are identified and the paper concludes by suggesting the conditions which appear to be necessary for the broadcast component of an Open University course to be fully developmentally tested, and if necessary modified. The Journal has already published studies, by Frances Berrigan (Vol 3, No.2) and Margaret Gallagher (Vol 3, No.1), on the topic of developmental testing.  相似文献   

How to manage public relations: dealing with specific issues     

Nigel Duncan 《Learned Publishing》1995,8(4):221-223

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What Is the Long‐Run Impact of Learning Mathematics During Preschool?          下载免费PDF全文

Tyler W. Watts  Greg J. Duncan  Douglas H. Clements  Julie Sarama 《Child development》2018,89(2):539-555

The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention‐produced change at age 4 is associated with a 0.24‐SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., 2014 ) using national data sets. Implications for developmental theory and practice are discussed.  相似文献