A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools     

Yvonne Leckey  Lynda Hyland  Gráinne Hickey  Anne Lodge  Paul Kelly  Tracey Bywater 《Irish Educational Studies》2016,35(1):35-55

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated.  相似文献   

Uncovering young children's motivational beliefs about learning science          下载免费PDF全文

Elisa Oppermann  Martin Brunner  Jacquelynne S. Eccles  Yvonne Anders 《科学教学研究杂志》2018,55(3):399-421

Young children, ages 5–6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present two‐part study explores the motivational beliefs of young children using a new measure—the Young Children's Science Motivation (Y‐CSM) scale. Initial measurement development involved a thorough literature review of existing measures, and an extensive piloting phase until a final instrument was reached. To establish scale reliability, measurement invariance as well construct and criterion validity, the final instrument was administered to a new sample of 277 young children, age 5–6 years, in northern Germany. Results reveal that children's motivational beliefs can be empirically differentiated into their self‐confidence and enjoyment in science at this young age. Older children were more motivated in science, but no significant gender differences were found. Importantly, children in preschools with a science focus reported significantly higher science motivation. This finding stresses the importance of early science education for the development of children's motivational beliefs science.  相似文献   

Teacher professional development: Which aspects of inservice do teachers believe influence their classroom practice?     

MS Yvonne Zeegers 《Research in Science Education》1994,24(1):358-365

Research into teacher inservice in primary science generally focuses on evaluating the objectives of each program in terms of the immediate outcomes. Little research appears to have been conducted into the long term effects of interactive inservice programs on the classroom practice of the participants. During 1993 the long term effects of participation in the Primary Science/Technology Project (Sci-Tec), as perceived by the teacher participants, were investigated. Focus teachers who had participated in Sci-Tec between 1988–1991 were asked to provide information about their current science teaching practice, and about the influence that Sci-Tec had had on their current practice. Six of these teachers were then interviewed to determine which specific aspects of the project they believed had most influenced the development of their current classroom practice in teaching science. Specializations: inservice and preservice in primary science and technology.  相似文献   

Teaching the biological consequences of alcohol abuse through an online game: impacts among secondary students     

Klisch Y  Miller LM  Beier ME  Wang S 《CBE life sciences education》2012,11(1):94-102

A multimedia game was designed to serve as a dual-purpose intervention that aligned with National Science Content Standards, while also conveying knowledge about the consequences of alcohol consumption for a secondary school audience. A tertiary goal was to positively impact adolescents' attitudes toward science through career role-play experiences within the game. In a pretest/delayed posttest design, middle and high school students, both male and female, demonstrated significant gains on measures of content knowledge and attitudes toward science. The best predictors of these outcomes were the players' ratings of the game's usability and satisfaction with the game. The outcomes suggest that game interventions can successfully teach standards-based science content, target age-appropriate health messages, and impact students' attitudes toward science.  相似文献   

Home and preschool learning environments and their relations to the development of early numeracy skills   总被引：1，自引：0，他引：1  

Yvonne Anders  Hans-Günther RossbachSabine Weinert  Susanne EbertSusanne Kuger  Simone LehrlJutta von Maurice 《Early childhood research quarterly》2012

This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. Several child and family background factors (e.g., gender, maternal education, socioeconomic status), measures of the home learning environment (e.g., literacy- and numeracy-related activities), and measures of preschool structural and process quality (e.g., ECERS-E, ECERS-R) were tested as predictors of numeracy skills and their development. The analyses identified child and family background factors that predicted numeracy skills in the first year of preschool and their development over the three points of measurement—particularly gender, parental native language status (German/other), socioeconomic status, and mother's educational level. The quality of the home learning environment was strongly associated with numeracy skills in the first year of preschool, and this advantage was maintained at later ages. In contrast, the process quality of the preschool was not related to numeracy skills at the first measurement, but was significantly related to development over the period observed. The results underline the differential impact of the two learning environments on the development of numeracy skills. Interaction effects are explored and discussed.  相似文献   

Steps towards inclusion in Hungary     

Yvonne Csányi 《欧洲特需教育杂志》2013,28(3):301-308

The purpose of this study was to examine the effect of a rhythmic gymnastics programme on the dynamic balance ability of a group of children with deafness. The sample consisted of 29 children with deafness. The subjects met the same criteria in terms of age, aetiology, hearing level, intelligence, school placement and socioeconomic status, and in this way, they were assigned to two groups of 12 and 17 children, for the control and experimental groups respectively. The experimental group received a 16-week rhythmic gymnastic programme at a frequency of three lessons per week, for 40 minutes, whereas the control group adhered to its regular school routine. The methods of data collection included pre-/post-test measurements of the dynamic balance for all participants of both groups. The dynamic balance ability was measured by means of a balance deck (Lafayette) in duration of 30, 45 and 60 s intervals. The findings of this study provide evidence that the specific rhythmic gymnastic programme facilitates significant improvement in the dynamic balance ability of this sample of children with deafness.  相似文献   

Mental Rotation of Tactical Instruction Displays Affects Information Processing Demand and Execution Accuracy in Basketball     

Till Koopmann  Yvonne Steggemann-Weinrich  Jochen Baumeister 《Research quarterly for exercise and sport》2017,88(3):365-370

Purpose: In sports games, coaches often use tactic boards to present tactical instructions during time-outs (e.g., 20 s to 60 s in basketball). Instructions should be presented in a way that enables fast and errorless information processing for the players. The aim of this study was to test the effect of different orientations of visual tactical displays on observation time and execution performance. High affordances in visual-spatial transformation (e.g., mental rotation processes) might impede information processing and might decrease execution performance with regard to the instructed playing patterns. Method: In a within-subjects design with 1 factor, 10 novice students were instructed with visual tactical instructions of basketball playing patterns with different orientations either showing the playing pattern with low spatial disparity to the players’ on-court perspective (basket on top) or upside down (basket on bottom). Results: The self-chosen time for watching the pattern before execution was significantly shorter and spatial accuracy in pattern execution was significantly higher when the instructional perspective and the real perspective on the basketball court had a congruent orientation. Conclusion: The effects might be explained by interfering mental rotation processes that are necessary to transform the instructional perspective into the players’ actual perspective while standing on the court or imagining themselves standing on the court. According to these results, coaches should align their tactic boards to their players’ on-court viewing perspective.  相似文献   

Teachers’ centres in the republic of Ireland: Their current position’ in in‐service education     

Yvonne O'Reilly 《Irish Educational Studies》2013,32(1):137-154

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SVE Miniature Slide Projector     

Yvonne M. Johnson 《TechTrends》2010,54(5):17-17

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An analysis of school pupils’ (with low social economic status) perceptions of university,regarding programmes of study     

Yvonne J. Moogan 《Educational studies》2011,37(1):1-14

Through its “Aim Higher Project” and “Excellence Challenge Programmes”, the UK government is investing large sums of money into widening participation so that more school leavers stay on to study for higher education (HE) courses, especially those from lower social classes and ethnic groups. Universities are increasingly developing links with local schools and creating novel ways of enhancing these relationships. Nevertheless, as the costs of attending university rise, it may be difficult to widen access especially amongst those “less wealthy” young people which universities are desperate to attract and enrol, due to the more lucrative government funding that the universities will receive. The main aim of the research is to report research findings from a case study incorporating Year 11 pupils (n = 38) from an inner city school (placed second on the Aim Higher register for the most socially disadvantaged), focusing in the main on the programme of study. This exploratory work is longitudinal with the researcher entering the Roman Catholic High School every two weeks during the academic year (over a period of nine months).  相似文献