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81.
This study investigates the socialization and professional experiences of primary school physical education teachers (PSPETs) in the Asian context of Hong Kong. A qualitative research design is adopted. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Eleven PSPETs participated in this study. Data were analysed through open axial and selective coding. The concepts of organizational sensitivity, sources of satisfaction, dealing with influential persons or critical incidents, status of the profession, educational reform as a trend, and versatile roles are revealed in the theory of ‘Diversified Professionalism’. The substantive theory thus contributes to an increased appreciation of the PSPETs’ work and to the literature on physical education teachers’ professionalization and professionalism. 相似文献
82.
Stereotype threat has primarily been studied with regard to test performance in academic settings, testing aptitude, ability, and intelligence, and it has been found to cause both behavioral and cognitive decrements. Although there is research on stereotype threat in the workplace, this too is usually conducted in upper‐level or more academically based job tasks. This article concentrates on how stereotype threat affects those in manual labor workplace settings. This research, however, sought to test subjects on a behavioral task in a workplace setting to see if the results mirror those in academia. Stereotype threat in academic settings has been shown to cause both behavioral and cognitive decrements. It was theorized that stereotype threat would cause performance decrements for the African American participants. Participants were undergraduate students—60 Caucasian and 60 African American. All performed two manual labor tasks, sorting and assembling nuts and bolts, and a math test, half while under stereotype threat and half without stereotype threat manipulation. Results yielded significant differences between the two conditions for African Americans on both the academic and nonacademic/manual labor tasks. 相似文献
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PROSPECTS - This article argues that ancient Chinese Tao (“The Way”) philosophy—which can be traced back more than two thousand years—can explain the essence and philosophy... 相似文献
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Educational Research for Policy and Practice - The study explores the participation of girls in primary education among the pastoralist community of Tanzania, and the way formal education... 相似文献
87.
Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes 总被引:3,自引:0,他引:3
Lia M. Daniels Tara L. Haynes Robert H. Stupnisky Raymond P. Perry Nancy E. Newall Reinhard Pekrun 《Contemporary educational psychology》2008,33(4):584-608
Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels. 相似文献
88.
Albert D. Ritzhaupt Raymond Pastore Jiahui Wang Robert O. Davis 《Educational technology research and development : ETR & D》2018,66(5):1069-1086
One of the strongest instructional interventions documented in educational literature is the use of feedback to influence learning outcomes. However, there is lack of empirical research specifically pertaining to the use of multimedia in the feedback message. The purpose of this research was to test whether organizational pictures and modality as a feedback strategy had an effect on learner comprehension and satisfaction. The research design was a 2 Multimedia (Picture Present vs. Picture Absent) × 2 Modality (Narration vs. On-screen Text) × Trial (Trial 1 vs. Trial 2) with Multimedia and Modality serving as between-subject conditions and Trial serving as a repeated measure. One-hundred fifteen university students participated in the study. Findings show statistically significant increases in comprehension scores from Trial 1 to Trial 2 assessments for all four treatment conditions. Learners in the Picture present conditions were statistically more satisfied with the learning experience. Additionally, we used eye-tracking to verify the extent to which the pictures were used in the feedback message. A discussion and recommendations for future research and feedback design are provided. 相似文献
89.
Choi Siu Ming Sum Kim Wai Raymond Leung Fung Lin Elean Wallhead Tristan Morgan Kevin Milton Daniel Ha Sau Ching Amy Sit Hui Ping Cindy 《Higher Education》2021,81(6):1137-1155
Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is... 相似文献
90.