A comprehensive needs assessment to facilitate prevention of school drop out and violence     

Mary Helen Hunt  Joel Meyers  Gwen Davies  Barbara Meyers  Kathryn Rogers Grogg  John Neel 《Psychology in the schools》2002,39(4):399-416

The present study addresses school violence and school drop out and proposes that the underlying factor of school connectedness/school climate should guide preventive and intervention efforts. Data were gathered from five schools in a small city school district in north Georgia. Group and individual interviews served as the basis for constructing a 78‐item district‐wide survey administered to 304 school employees. Data are presented on individual items from the survey. Principal components analysis revealed five distinct factors: school connectedness/positive school climate, causes of violence, causes of school drop out, interventions for drop out, and interventions for violence. The principal components analysis was the basis for construction of a revised scale. Differences between revised scale scores were noted as a function of whether respondents were from central office, elementary or secondary schools. The five revised scales had correlation ranging from .31 to .59. Implications for research and practice are discussed. © 2002 Wiley Periodicals, Inc.  相似文献   

Will that be on the test? Perceived task demands and test performance in a classroom context     

Hein Broekkamp  Huub Ven den Bergh  Bernadette H. A. M. Van Hout-Wolters  Gert Rijlaarsdam 《European Journal of Psychology of Education - EJPE》2002,17(1):75-92

Departing from a realistic classroom context, this study focuses on the relationship between students’ perception of task demands and their learning performance. History teachers (N=20) and their 11th-grade students (N=375) rated the relative importance of sections of an instructional text on which teachers would be giving a test. In addition, test grades were collected. It was hypothesized that the degree of correspondence between ratings of individual students and those of their teacher would reflect the accurateness of students’ perception of task demands and therefore would be positively related with test grade. Multilevel analysis revealed partly support for this hypothesis. Students with higher grades more consistently showed a relative close correspondence with their teacher than students with lower grades. Nonetheless, a substantial number of students who showed a relatively close correspondence with their teacher, obtained a low test grade. This suggests that a more accurate perception of task demands did not guarantee a higher test performance.  相似文献   

From Representation to Emergence: Complexity's challenge to the epistemology of schooling   总被引：1，自引：0，他引：1  

Deborah  Osberg  Gert Biesta  & Paul  Cilliers 《Educational Philosophy and Theory》2008,40(1):213-227

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A Response to Shepard     

Paul D. Nichols  Jason L. Meyers  Kelly S. Burling 《Educational Measurement》2009,28(3):38-38

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The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL     

Elke Van Steendam  Gert Rijlaarsdam  Lies Sercu  Huub Van den Bergh 《Learning and Instruction》2010,20(4):316-327

Studies in peer feedback on written texts show that instruction in revision is necessary for the effectiveness of global feedback. Participants in the study were 247 university freshmen, native speakers of Dutch, who took the same Business English course, and were instructed a revision strategy following Schunk and Zimmerman's social cognitive model. Participants were first instructed through observation or practising, followed by dyadic or individual emulation, with the aim to determine the most effective combination of instruction and emulation for revision. Results showed a significant interaction of the above two factors. If emulation happens individually, then observation and practice are equally effective in terms of strategy acquisition. For dyadic emulation to be productive, it needs to be preceded by observation.  相似文献   

Method Boundness Among Zoo and Park Educators     

Joe E. Heimlich  Ronald B. Meyers 《Environmental Education Research》1999,5(1):67-75

A national survey of 131 park and zoo educators' teaching beliefs was conducted in 14 parks and zoos in the US in 1996 by The Ohio State University Extension. The survey included two primary instruments. The Van Tilburg/Heimlich Teaching Beliefs Scale and a self‐report time on task and importance of task related to teaching methods and techniques. A third series of questions explored teaching purposes. The Van Tilburg/Heimlich Teaching Beliefs Scale is a psychometric instrument containing two parallel Thurston equal‐appearing interval scales. Outcomes are graphed into a two by two matrix using the concepts of ‘sensitivity’ and ‘inclusion’. Developed with a theoretical base of adult education, these scales apply well to nonformal environmental educators. An operational hypothesis for the study, which was corroborated by the data, was that a preponderance of respondents would self‐identify their beliefs to be those of ‘Enabler’ – low control, high inclusion. The application of beliefs to practice, however, might suggest otherwise.  相似文献   

Recovery of fine mica     

W.M. Meyers 《Journal of The Franklin Institute》1927,203(5):723-724

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Bewegungsberatung durch Experten aus der Sportwissenschaft. Eine Public Health Strategie zur Erhöhung körperlicher Aktivität bei speziellen Zielgruppen     

Lars Gabrys  Christian Thiel  Gert Saborowski  Lutz Vogt  Winfried Banzer 《Sportwissenschaft》2013,43(1):12-19

Although sports clubs, associations and health insurance companies offer a wide range of exercise programs, several target groups, such as groups with low socioeconomic status struggle to overcome barriers for participation. The aim of this paper is to show the need for, as well as the prospects of structured physical activity counselling for specific target groups provided by exercise specialists. This successful approach to promote physical activity is described detailed in the group of long-term unemployed persons over 50 years in a job centre setting. A close cooperation with established local exercise programs is intended. Deficits and requirements of physical activity counselling in primary health care settings are adopted and transferred into the theory-based public health strategy. This approach has the potential to create a new field of work for exercise and health professionals in the field of primary prevention.  相似文献   

A Study of the Reliability of the Harvard Step Test     

Dr. Carlton R. Meyers 《Research quarterly for exercise and sport》2013,84(2)

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An Online Open Learning Campus?     

Gert Gast 《Educational Media International》2013,50(3):145-148

Abstract

This article is based on a workshop held in NSW, Australia, in conjunction with the Australian Open Learning Information Network and the University of New England. The workshop envisaged possibilities of asynchronous course delivery through a low‐cost, community‐based, electronic network facility. We simulated the user interface for an Online Open University as it can be provided by Pegasus Networks, enabling distance education students to access lectures, interactive tutorials and a knowledge base. We report on an English freshman composition course ‘attended’ online by a Byron Bay student, and an informal journalism course conducted by the Extended Learning Network, Sydney. We show existing links between the NSW network ILANET and Pegasus Networks, and discuss further possibilities of library and database access for online students.  相似文献