Self-efficacy,teacher concerns,and levels of implementation among teachers participating in drama-based instruction professional development     

Kathleen Stanton  Stephanie Cawthon  Kathryn Dawson 《Teacher Development》2018,22(1):51-77

This mixed methods study seeks to explore the relationships between teacher concerns, self-efficacy, and level of comfort with the implementation of drama-based instruction (DBI) within a large-scale initiative to increase learning opportunities through the arts. This study was embedded in a year-long professional development program during which teachers either (a) attended three school-wide in-service trainings (‘non-cadre teachers’) or (b) participated in a small group (‘cadre teachers’) that received ongoing, focused support from a teaching artist throughout the year in addition to the school-wide training. Significant differences were present in cadre teachers’ comfort with the reform as compared to non-cadre teachers both at the beginning and end of the reform. Additionally, self-efficacy and comfort with DBI were significantly related at both the beginning and end of the year. Teachers who were more comfortable with DBI appeared to progress to higher order concerns regarding the reform. We discuss the significance of these findings in the context of design and implementation of professional developments that promote pedagogical conceptual change.  相似文献   

Child Protection Registration and siblings, diagnosed as sudden infant death syndrome (SIDS)     

A Stanton 《Child abuse & neglect》1992,16(5):777-778

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Performance Criteria in the Service of Teacher Education     

H. E. Stanton 《Asia-Pacific Journal of Teacher Education》1974,2(2):45-49

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Dyadic discussion as a teaching method     

H.E. Stanton 《Contemporary educational psychology》1977,2(2):99-107

The disadvantages of the conventional small group teaching method are discussed and two procedures designed to overcome these are outlined. Both procedures are variants on the single theme of dyadic interaction in which the two participants ask questions of each other. The writer's own experience with dyadic interaction as a teaching approach is outlined and a modification to the basic format is suggested. Use of the technique as a means of “breaking the ice” with a new group is also discussed.  相似文献   

Science Education & the Supernatural in Papua New Guinea     

R. J. Stanton  M. N. Maddock 《Research in Science Education》1975,5(1):123-133

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Facilitating evidence-based librarianship: a UK experience     

Doney L  Stanton W 《Health information and libraries journal》2003,20(Z1):76-78

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Kinanthropometric and physiological characteristics of outrigger canoe paddlers     

Humphries B  Abt GA  Stanton R  Sly N 《Journal of sports sciences》2000,18(6):395-399

We describe the physiological characteristics of amateur outrigger canoe paddlers. Twenty-one paddlers (13 males, 8 females) were evaluated for body stature, aerobic power, muscular strength and endurance, peak paddle force, flexibility and 250 m sprint paddle performance at the end of the outrigging season. The mean variables (+/- s) for the males were: age 27 +/- 9 years, height 175 +/- 5 cm, body mass 80 +/- 5 kg, arm span 178 +/- 7 cm, sitting height 100 +/- 2 cm, aerobic power 3.0 +/- 0.4 l x min(-1), maximum bench press strength 85 +/- 19 kg, right peak paddle force 382 +/- 66 N and left peak paddle force 369 +/- 69 N. For the females, these were: age 26 +/- 6 years, height 168 +/- 5 cm, body mass 70 +/- 8 kg, arm span 170 +/- 5 cm, sitting height 97 +/- 3 cm, aerobic power 2.3 +/- 0.51 l x min(-1), maximum bench press strength 47 +/- 10 kg, right peak paddle force 252 +/- 63 N and left peak paddle force 257 +/- 60 N. Analysis of variance revealed differences (P < 0.05) between the dominant and non-dominant sides of the body for peak paddle force, isokinetic internal and external rotation, and flexion and extension torque of the shoulder joint. The outrigger canoe paddlers were generally within the range of scores found to describe participants of other water craft sports. Outrigger canoeists should be concerned with the muscular strength imbalances associated with paddling technique.  相似文献   

Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough     

Julie Dangremond Stanton  Xyanthe N. Neider  Isaura J. Gallegos  Nicole C. Clark 《CBE life sciences education》2015,14(2)

Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge—our awareness of our thinking—and metacognitive regulation—how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in a large introductory biology course (n = 245). We coded these assignments for evidence of three key metacognitive-regulation skills: monitoring, evaluating, and planning. We found that nearly all students were willing to take a different approach to studying but showed varying abilities to monitor, evaluate, and plan their learning strategies. Although many students were able to outline a study plan for the second exam that could effectively address issues they identified in preparing for the first exam, only half reported that they followed their plans. Our data suggest that prompting students to use metacognitive-regulation skills is effective for some students, but others need help with metacognitive knowledge to execute the learning strategies they select. Using these results, we propose a continuum of metacognitive regulation in introductory biology students. By refining this model through further study, we aim to more effectively target metacognitive development in undergraduate biology students.  相似文献   

Academics and their Problems: The Diagnostic Trance can Help     

Harry E. Stanton 《高等教育研究与发展》1991,10(2):187-192

After a review of the literature on the use of hypnosis in the educational environment, the general value of the trance state as a means of accessing inner resources is outlined. One particular technique, the Diagnostic Trance, is explained in detail and its use in the university environment illustrated through three case studies. One of these concerns the lecturing anxiety of a new staff member, another the inability of a lecturer to set down material on paper, and a third the difficulty experienced by a lecturer in speaking out at meetings. Attention is drawn both to the simplicity of the technique and the absence of negative side effects.  相似文献   

Sports betting and other gambling in athletes, fans, and other college students     

Nelson TF  LaBrie RA  LaPlante DA  Stanton M  Shaffer HJ  Wechsler H 《Research quarterly for exercise and sport》2007,78(4):271-283

Gambling on college and professional sports and the influence of attending colleges with differing levels of "sports interest" were examined among athletes, sports fans, and other students (N = 10,559) at 119 colleges in the United States using multilevel statistical analysis. Athletes and fans reported more sports gambling compared to other students, with no differences between athletes and fans. Male students were more likely to gamble than female students, but gender did not moderate the relationship between athletic participation and sports gambling. Students attending schools with a greater "sports interest" were more likely to gamble on college sports after adjusting for individual characteristics. Athletes, sports fans, and students attending schools with high "sports interest" are appropriate targets for prevention efforts.  相似文献