Challenge and hindrance stress among schoolteachers          下载免费PDF全文

Barbara Stiglbauer  Julia Zuber 《Psychology in the schools》2018,55(6):707-721

The challenge–hindrance stress framework argues that certain job stressors have entirely detrimental effects (hindrance stress), but some may also have beneficial effects (challenge stress). Though the challenge–hindrance framework has largely been neglected in teacher stress research, we adopted it to provide a more differentiated view of the most prominent stressors in the teaching profession. We asked a sample of 528 secondary schoolteachers to report the extent to which they perceived occupation‐specific stressors as motivating (challenge stress) and burdening (hindrance stress). Most stressors (those associated with sociopolitical pressure, students’ misbehavior, and lack of resources) were seen as a hindrance rather than a challenge. Only stressors associated with expanded job scope seem to have had more challenge than hindrance potential. Teachers’ hindrance (but not challenge) stress in turn was a strong predictor of psychophysiological symptoms. Importantly, hindrance stress was highest and also the most significant predictor of psychophysiological symptoms if it arose from sociopolitical pressure. In sum, the results indicate that the challenge–hindrance framework might serve as a useful theoretical background in the field of teacher stress research and could offer another explanation for the poor health reported by this occupational group.  相似文献   

Evaluating instructional software: A simplified model     

Jane E. Zahner  Robert A. Reiser  Walter Dick  Barbara Gill 《Educational technology research and development : ETR & D》1992,40(3):55-62

This article describes the evaluation of a simplified version of the new software evaluation model proposed by Reiser and Dick (1990). This approach to evaluation of instructional software focuses upon the collection of performance data to determine the extent to which students learn the skills the software is designed to teach. In two field evaluations of instructional software packages, it was found that use of the simplified software evaluation model generally produced evaluative conclusions similar to those reached using the original, more complex model. It was also found that student learning data did not support the high ratings assigned by subjective software evaluation services. These findings support the use of the simplified model by teachers and media specialists who have limited time and resources, and stress the need for local on-site evaluation efforts.  相似文献   

Investigating optimal learning moments in U.S. and finnish science classes     

Barbara Schneider  Joseph Krajcik  Jari Lavonen  Katariina Salmela‐Aro  Michael Broda  Justina Spicer  Justin Bruner  Julia Moeller  Janna Linnansaari  Kalle Juuti  Jaana Viljaranta 《科学教学研究杂志》2016,53(3):400-421

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Predicting reading performance using the slingerland procedures     

Sue Sears  Barbara Keogh 《Annals of dyslexia》1993,43(1):78-89

The purpose in this study was to examine predictive relationships between the Slingerland Pre- Reading Screening Procedures and performance on measures of word recognition and reading comprehension. Longitudinal data were collected on 104 children administered the Slingerland Procedures in kindergarten and the Stanford Achievement Test at first, third, and fifth grades. Outcome measures included achievement subtests, Word Study Skills, Reading Comprehension, Reading and Listening Total. Significant relationships were found between Slingerland measures and reading outcomes. However, prediction varied across grades and according to the measure of reading used. Listening contributed to reading comprehension but not to word recognition, and visual skills influenced early but not later reading performance. Gender and socioeconomic status influenced the strength of associations.  相似文献   

Symposium VI: Intervention and Measurement: Facilitating Readiness     

Richard N. Roberts  Thomas Achenbach  Carl Dunst  Barbara Keough  Thomas Weisner 《Early education and development》1994,5(2):152-164

The recent conference sponsored by the Maternal and Child Health Bureau on "scientific Perspectives on School Readiness" provided an opportunity to assist in the continuing process of integrating applied research and practice with respect to our knowledge base on early educational experiences. Some of the issues raised by one of the symposia dealing with intervention and measurement at that conference are presented. Next, those issues will be highlighted in a discussion of one early education program begun as a research and demonstration effort sponsored in part by Maternal and Child Health Bureau. That project has moved into a statewide program for ethnic Hawaiian children in Hawaii.  相似文献   

The effects of testing on science process skill achievement     

Barbara M. Strawitz 《科学教学研究杂志》1989,26(8):659-664

The purpose of this study was to examine the effects of testing on the achievement of students using self-instructional materials to learn science process skills. In one section of an undergraduate science method class, students were paced through a programmed textbook and were given short quizzes in class after each of the process skill lessons was assigned, while in another section, students worked at their own pace and were held responsible for completing the lessons by the end of the semester. Students taking the quizzes throughout the semester were expected to attain a higher level of process skill proficiency because previous studies have shown that taking a test immediately after learning leads to better retention of the material. Results indicated that taking frequent quizzes did not differentially affect process skill acquisition.  相似文献   

The impact of a class visit to a participatory science museum exhibit and a classroom science lesson     

Barbara K. Flexer  Minda Borun 《科学教学研究杂志》1984,21(9):863-873

Cognitive and affective outcomes of a class visit to a participatory science museum were examined by comparing responses of 416 fifth and sixth graders randomly assigned to four conditions (control, exhibit only, lesson only, and exhibit followed by lesson) and two tests (verbal and visual). Students visiting a simple machines exhibit scored higher on a test of science content than the control group, but lower than the group attending a classroom lesson in the museum. The study did not demonstrate conclusively a cognitive advantage of having the exhibit experience prior to the lesson. Scores on the visual test were consistently higher than scores on the verbal test. Study findings indicate that the particular strength of the science museum exhibit lies in the affective domain. Students found the exhibit much more enjoyable, interesting, and motivational than a classroom lesson. Implications of the findings for science education are discussed.  相似文献   

Maternal correlates of growth in toddler vocabulary production in low-income families   总被引：1，自引：0，他引：1  

Pan BA  Rowe ML  Singer JD  Snow CE 《Child development》2005,76(4):763-782

This study investigated predictors of growth in toddlers' vocabulary production between the ages of 1 and 3 years by analyzing mother-child communication in 108 low-income families. Individual growth modeling was used to describe patterns of growth in children's observed vocabulary production and predictors of initial status and between-person change. Results indicate large variation in growth across children. Observed variation was positively related to diversity of maternal lexical input and maternal language and literacy skills, and negatively related to maternal depression. Maternal talkativeness was not related to growth in children's vocabulary production in this sample. Implications of the examination of longitudinal data from this relatively large sample of low-income families are discussed.  相似文献   

Academic self-concept and causal attributions for success and failure amongst elementary school children     

Annette Lohbeck  Dietmar Grube  Barbara Moschner 《International Journal of Early Years Education》2017,25(2):190-203

A great deal of research shows that the way in which children attribute causes to their successes and failures in school has implications for the development of their academic self-concept (ASC). The most common attributions are ability, effort, task difficulty, and luck. The present study asked 68 elementary school children aged seven to eight years how they explained their successes and failures in school subjects. The aim of the study was to examine whether there were gender differences in the children’s responses which might indicate differences in ASCs or in their explanations for the causes of success or failure. Data were collected via quantitative questionnaires. Results showed no gender differences in ASC but, within the group, boys were more likely to attribute their success to high ability; on the other hand girls were more likely to attribute their failures to low ability or the difficulty level of task. This suggests that boys are more likely than girls to provide positive, self-enhancing reasons for their success while girls are more likely than boys to provide negative, self-deprecating reasons for their failures.  相似文献   

Integrating Lamaze International's Vision and Mission Statements in Childbirth Education Classes          下载免费PDF全文

Hotelling BA 《The Journal of perinatal education》2004,13(1):vi-viii

In this column, the author discusses ways in which childbirth educators can introduce and employ Lamaze International's vision and mission statements in their classes.  相似文献