Hong Kong parents and their children’s music training: measurement properties of the Parental Involvement in Music Training Questionnaire     

Dianne M. Tai  Shane N. Phillipson 《教育心理学》2018,38(5):633-647

Many Hong Kong-Chinese parents are active in their support for their children’s music training. To better understand this support, the Parental Involvement in Music Training Questionnaire (PIMTQ) is designed to measure the variability in parental involvement in their children’s music training. This study begins by exploring the factor structure of the PIMTQ and then establishes its measurement properties using Rasch modelling. Two hundred and ninety-five Hong Kong-Chinese parents completed a Chinese version of the 42-item instrument with principal components analysis of the responses showing seven factors. However, Rasch modelling showed that two of the five factors (Family Music Background and Family Music Interest) are unable to reliably predict variability in parent responses. We conclude, however, that the remaining five factors (Parental Support Toward Music Training, Parental Expectations, Home Music Environment, Music Programme Support and Attitude Toward Music) of the PIMTQ can be used as subscales to measure the involvement of Hong Kong-Chinese parents in their children’s music training.  相似文献   

Arithmetical word problems: Thinking in the head versus thinking on the table     

Peter E. Langford 《Educational Studies in Mathematics》1986,17(2):193-199

The paper presents an alternative explanation for the pattern of relative difficulty of arithmetical word problems to that suggested by Riley et al. (1983). Their view is based on the assumption that all symbolic manipulations take place internally. It is argued that for many problems much of the manipulation is accomplished externally.  相似文献   

The politics of student voice: unravelling the multiple discourses articulated in schools     

Jennifer Charteris  Dianne Smardon 《Cambridge Journal of Education》2019,49(1):93-110

For almost two decades student voice has been used and enacted in educational settings for a range of purposes. Student voice theorists have framed it in sociocultural, social constructionist and poststructural terms. It has been located in a range of schooling discourses and there have been powerful critiques of instrumentalist uses of student voice. It has been reified for its potential to leverage schooling reform, associated with accountability, governmentality and technologies of control, and also heralded as a process to activate radical collegiality in educational settings. This article investigates how school leaders from Aotearoa/New Zealand discursively locate the complex and contested construct of student voice in their schooling settings. Drawing data from principal interviews, discourses inherent in school leader comments are analysed to consider the contribution of student voice. A consideration is provided of how young people are ascribed positions as agents in contemporary Aotearoa schools.  相似文献   

The Mentoring Profile Inventory: an online professional development resource for cooperating teachers     

Anthony Clarke  John Collins  Valerie Triggs  Wendy Nielsen  Ann Augustine  Dianne Coulter 《Teaching Education》2013,24(2):167-194

We report on the origins, development and refinement of an online inventory to help cooperating teachers focus on selected dimensions of their practice. The Mentoring Profile Inventory (MPI) helps quantify important features of both the motivating and challenging aspects of mentoring student teachers and provides results to respondents in a graphic, easy-to-understand and immediate feedback report (14 sub-scales and 3 summary charts). Psychometric properties of the MPI are shown to be robust. Results can be used individually or collectively to facilitate cooperating teacher professional development by providing the opportunity for dialog around a set of common issues.  相似文献   

Media and Media Related     

Katherine Shervis  Dianne Weber  Edmund M. Midura  Scott M. Cutlip  Allen H. Center  John S. Wright 《Communication Booknotes Quarterly》2013,44(11):1-3

Ronald Gottesman and Harry Geduld (eds.) Guidebook to Film: An Eleven-in-One Reference (New York: Holt, Rinehart &; Winston, 1972 – ,$6.95/3.95)

C. Edward Wall (ed.) Multi Media Reviews Index: 1970 (Ann Arbor, Mich.: Pierian Press, 1971 – $19.50)

Dorothy I. Weil's (ed.) The American Film Institute's Guide to College Film Courses 1971-72 (Chicago: American Library Association, 1972 – $3.50, paper)

Raymond Fielding's The Technique of Special Effects Cinematography (New York: Hastings House, 1972 – $18.50)  相似文献   

The Criterion-Related Validity of the Sit and Reach Test: Replication and Extension of Previous Findings     

Allen Jackson  Nancy Jane Langford 《Research quarterly for exercise and sport》2013,84(4):384-387

Abstract

The purposes of this study were to (a) examine the stability and consistency of the Caltrac accelerometer (Hemokinetics, Madison, WI) and an activity record to assess physical activity in children and adults (Experiment 1), and (b) to determine if there is a relationship between parents and their children in physical activity level (Experiment 2). Thirty 5–9-year-old children and their biological parents wore Caltrac accelerometers for three consecutive days (including one weekend day). At the same time, parents completed a Caltrac Activity Record (CAL REC) for themselves and their child. Dependent variables were counts per day for the Caltrac and minutes of light activity and activity for the CAL REC. Between-day correlations for the Caltrac ranged from r = .73 to .87 for the parents (p < .001) and from r = .38 (p < .04) to .79 (p < .001) for the children. An analysis of variance with repeated measures indicated no significant differences for the Caltrac between days for parents and children. Between-day correlations for CAL REC ranged from r = .67 to .91 (p < .05) for parents and r = .36 to .72 (p < .05) for children, and there were no significant differences between days. In Experiment 2, χ² analyses were used to examine familial resemblance in physical activity. Using the Caltrac, familial resemblance occurred in 67% (father and child) and 73% (mother and child) of the families. Using the CAL REC, familial aggregation was present in 70% (father and child) and 66% (mother and child) of the families. Thus, children of active and less active parents exhibited physical activity patterns similar to their parents.  相似文献   

Learning design in diverse institutional and cultural contexts: suggestions from a participatory workshop with higher education professionals in Africa     

Jenna Mittelmeier  Dianne Long  Firdevs Melis Cin  Katharine Reedy  Ashley Gunter  Parvati Raghuram 《Open Learning》2013,28(3):250-266

Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward.  相似文献   

Competency-based training and beyond: action research and reflective practice in vocational education and training     

Pauline James  Dianne Mulcahy 《Educational Action Research》2013,21(3):515-532

This article [1] analyses data from a national research project evaluating the contribution of competency-based training (CBT) to outcomes in vocational education and training (VET) in Australia. In the light of this analysis, it is argued that practitioners have an important and developing role as practitioner-researchers in industry settings, engaging in reflective practice and, indeed, in forms of action research. Moreover, it is argued that CBT provides opportunities for practitioners to develop and incorporate different models of education and training, often alongside the ‘standard’ CBT model for the benefit of trainees and the enterprises in which they work. Some implications for VET policy, practice and practitioner education are explored.  相似文献   

Internships as Commencement: Mathematics and Science Research Experiences as Catalysts for Preservice Teacher Professional Development     

Karen Langford  Mary Ann Huntley 《Journal of Mathematics Teacher Education》1999,2(3):277-299

Among the initiatives of the Maryland Collaborative for Teacher Preparation (MCTP) is a summer research internship program that places preservice middle grades teachers in extended collaboration with professional mathematicians, scientists, and educators engaged in research and curriculum development activities. We describe the MCTP internship program including the rationale for and structural features of the program. We also highlight the effects of the internship experience on preservice teachers' conceptions of and beliefs about the nature and processes of mathematics and science, and the teaching of mathematics and science. Our findings suggest that the internship experience is a fundamentally significant life experience for preservice teachers. Furthermore, internships have the potential for realizing reform in mathematics and science education; that is, preservice teachers who have participated in MCTP internships intend to bring a holistic, conceptually oriented view of mathematics and science to their classrooms. The paper concludes with a summary of ongoing programmatic and logistical challenges of the MCTP internship program. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Reply to Adrian Thatcher     

Glenn Langford 《Journal of Philosophy of Education》1980,14(1):129-136

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