The influence of a customized continuing professional development programme on physical education teachers’ perceived physical literacy and efficacy beliefs     

Sum  Raymond Kim-Wai  Morgan  Kevin  Ma  Margo Man-Sum  Choi  Siu-Ming 《Prospects》2021,50(1-2):87-106

PROSPECTS - The purpose of this article is to explore the influence of a customized continuing professional development (PE-CPD) programme on PE teachers’ perceived physical literacy and...  相似文献   

Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools     

Bae  Christine L.  DeBusk-Lane  Morgan  Hayes  Kathryn N.  Zhang  Fa 《Research in Science Education》2021,51(2):325-346

Research in Science Education - The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely...  相似文献   

A Cross-Disciplines and Cross-Sector Mixed-Methods Examination of Design Thinking Practices and Outcome     

Lake  Danielle  Flannery  Kathleen  Kearns  Morgan 《Innovative Higher Education》2021,46(3):337-356

Innovative Higher Education - This mixed method study investigated design thinking (DT) practices and outcomes from across disciplinary frameworks within one institution of higher education....  相似文献   

The Sensitivity of Children and Adults as Tutors     

Rosalyn Shute  Hugh Foot  Michelle Morgan∗ 《Educational studies》1992,18(1):21-36

In view of conflicting claims about children's sensitivity to the needs of other children in learning situations, the present study was designed to explore the sensitivity of child and adult tutors in one‐to‐one tutoring interactions. Sixteen adults and 31 11‐ and 9‐year‐olds tutored 47 9‐year‐old tutees on an animal classification task. Tutors were tested on their ability to apply the rules and knowledge they had obtained after training, and tutees were tested after being tutored. On all the verbal and nonverbal tutoring indices adult tutors showed greater sensitivity than child tutors: they were more likely to display behaviours which promoted efficient learning in their tutees. Results suggested that tutors operated on the basis of an implicit theory of teaching which involves three types of sensitivity: (1) sensitivity to the learner's need to have sufficient information for understanding the task, coupled with adequate checks on the learner's understanding; (2) sensitivity to the learner's need to participate actively in the learning process; and (3) sensitivity to differences in learning abilities among individual learners, and being able to accommodate to them.  相似文献   

Development,content validity and test-retest reliability of the Lifelong Physical Activity Skills Battery in adolescents     

Ryan M. Hulteen  Lisa M. Barnett  Philip J. Morgan  Leah E. Robinson  Christian J. Barton  Brian H. Wrotniak 《Journal of sports sciences》2018,36(20):2358-2367

Numerous skill batteries assess fundamental motor skill (e.g., kick, hop) competence. Few skill batteries examine lifelong physical activity skill competence (e.g., resistance training). This study aimed to develop and assess the content validity, test-retest and inter-rater reliability of the “Lifelong Physical Activity Skills Battery”. Development of the skill battery occurred in three stages: i) systematic reviews of lifelong physical activity participation rates and existing motor skill assessment tools, ii) practitioner consultation and iii) research expert consultation. The final battery included eight skills: grapevine, golf swing, jog, push-up, squat, tennis forehand, upward dog and warrior I. Adolescents (28 boys, 29 girls; M = 15.8 years, SD = 0.4 years) completed the Lifelong Physical Activity Skills Battery on two occasions two weeks apart. The skill battery was highly reliable (ICC = 0.84, 95% CI = 0.72–0.90) with individual skill reliability scores ranging from moderate (warrior I; ICC = 0.56) to high (tennis forehand; ICC = 0.82). Typical error (4.0; 95% CI 3.4–5.0) and proportional bias (r = ?0.21, p = .323) were low. This study has provided preliminary evidence for the content validity and reliability of the Lifelong Physical Activity Skills Battery in an adolescent population.  相似文献   

Information determinism: The consequences of the faith in information     

Janaki Srinivasan  Morgan Ames 《The Information Society》2017,33(1):13-22

We identify and examine the assumption of information determinism that is commonplace in policy arenas: that mere access to the “right information” will precipitate desired actions. Our analysis focuses on implications of information determinism in three cases: California disaster response plans in the 1980s, an Indian development project in the 1990s, and an education project directed at the Global South in the 2000s. Our analyses shows that planning based on information deterministic assumptions tends to overlook the sociomaterial circumstances of information production and circulation, including how social structures and materiality shape information in practice. Further, they imbue what we call “information” with the agency to bring about change. While we do not deny that “information” can be useful, we argue that policy needs to move away from information deterministic thinking and its singular focus on information access to address the needs of marginalized and vulnerable populations.  相似文献   

Shinn,M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford, 241 pp., $19.95 (paper)     

William E. Roweton  Robert Morgan  Linda Dittmar 《Psychology in the schools》1995,32(4):334-335

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Social processes and creative collaboration in children     

Raymond MacDonald  Dorothy Miell  Louise Morgan 《European Journal of Psychology of Education - EJPE》2000,15(4):405-415

Although there is an extensive body of literature that investigates the process and outcomes of children’s collaboration on scientific reasoning tasks, very little work has focussed on the nature and quality of children’s collaboration on creative tasks. One study reported here used a questionnaire to music teachers to ask about their typical design of musical tasks in the classroom and the factors that influenced these decisions. A further study reported here investigated the effects of friendship, gender and previous musical experience upon the interactional processes and musical outcome of children’s collaborative compositions. The design included comparison between friendship pairs and non-friendship pairs and also between males and females, with 11–12 year old children at an English middle school. All pairs consisted of one child with previous musical experience and one child without. All compositional sessions were video taped and the musical and verbal elements were coded with reference to the proportion of transactive and non-transactive elements present. Results demonstrated that the communication (both verbal and musical) between the friendship pairs was qualitatively different from the communication in the non-friendship pairs. Specifically, the friendship pairs showed more transactive communication and, when a teacher rated the final compositions, the friendship pairs scored significantly higher. Multiple regression analysis highlighted that the amount of transactive communication was a significant predicator of the quality of the children’s composition. The results are discussed with reference to the nature of communication, the impact of friendship and the assessment of creative work.  相似文献   

Predicting students' ratings of the importance of strategies to facilitate self‐directed distance learning in Taiwan     

Mei‐Huei Tsay  George Morgan  Don Quick 《Distance Education》2000,21(1):49-65

Distance students' ratings of the importance of strategies to facilitate self‐directed learning were evaluated. Students from an open university in Taiwan (449 current and 140 inactive) participated in this study. Current students scored significantly higher than inactive students on internal motivation, insight about self, and self‐directed learning readiness. A combination of high internal and external motivation and high self‐directed learning readiness predicted ratings of the importance of five sets of strategies for helping students become self‐directed learners. The study provides information to help distance learning professionals enhance the effectiveness of self‐directed learning and reduce the number of students who become inactive.  相似文献   

A Web-Based Survey System for Distributed Learning Impact Evaluation     

Morgan C. Wang  Charles D. Dziuban  Patsy D. Moskal 《The Internet and Higher Education》2000,2(4)

The authors describe a Web-based survey system developed for evaluating distributed learning at the University of Central Florida. Results from data collection, data validation, and survey results analyses are incorporated into a participation database table that restricts duplicate and unwanted responses. In addition, participants can validate and modify their responses before submission. A predetermined analysis design generates an immediate set of reports that can be modified according to user specifications. The authors then compare the pilot test results of this Web-based survey (summer 1999) to those of a traditional mailed survey.  相似文献