Thinking about the same things differently: Examining perceptions of a non-profit community sport organisation     

Daniel Lock  Kevin Filo  Thilo Kunkel  James Skinner 《Sport Management Review》2013,16(4):438-450

This paper explores the differing perceptions and identity responses (identification, apathy and disidentification) that potentially exist in relation to one non-profit Community Sport Organisation (CSO), and whether they explain variations in individuals’ existing values and beliefs, sport interest, community identification and views about one organisation's legitimacy. Data were collected using a quantitative online survey (n = 390), then analysed using Confirmatory Factor Analysis (CFA) and Multiple Analysis of Variance (MANOVA) to test three hypotheses investigating whether existing values and beliefs, shared community values, local players, organisational practices and sport interest varied based on perception of organisational image and identity response. Based on the contributions of this study, non-profit CSOs should spend time developing understanding of the key dimensions that make them relevant to constituents and to decipher the values and beliefs that underpin what external audiences expect from organisations. In addition, understanding specifically what a CSO's audience expects is fundamental if the organisation is to be perceived as legitimate in relation to its purpose.  相似文献   

NBHM MA/MSc (Mathematics) Scholarships     

Debra Panizzon  Lesley Levins 《Resonance》2001,6(4):93-94

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Community college strategies: Virginia community college system     

Debra Banks 《Assessment Update》1996,8(2):8-8

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‘Is it like one of those infectious kind of things?’ The importance of educating young people about HPV and HPV vaccination at school     

Cristyn Davies  Susan Rachel Skinner  Tanya Stoney  Helen Siobhan Marshall  Joanne Collins  Jane Jones 《Sex education》2017,17(3):256-275

Abstract

The National Human Papillomavirus (HPV) Vaccination Program in Australia commenced in 2007 for girls and in 2013 for boys, using the quadrivalent HPV [4vHPV] vaccine. In Australia, students are primarily vaccinated en masse, on school grounds, after parental/guardian consent is obtained. Students most often receive little, or no, education at school about HPV or HPV vaccination prior to immunisation. There is also some uncertainty about where young people can and should obtain reliable information about the vaccine, outside of school. We conducted a cluster randomised controlled trial of a complex intervention in schools. This study aimed to improve: (1) student knowledge about HPV vaccination; (2) psycho-social outcomes and (3) vaccination uptake. In this paper, we briefly outline our educational intervention and discuss its implementation by educators including facilitators and barriers. We also discuss the study findings pertaining to student knowledge about HPV and HPV vaccination and their attitudes to vaccination across control and intervention schools. Study results showed students in intervention schools demonstrate greater knowledge and understanding of HPV and HPV vaccination. Greater knowledge and understanding of HPV and HPV vaccination appeared to promote positive attitudes towards vaccination and supported confidence with vaccination.  相似文献   

Assessing Precollege Science Education Outreach Initiatives: A Funder's Perspective          下载免费PDF全文

Debra A. Felix  Mark D. Hertle  Jill G. Conley  Lori B. Washington  Peter J. Bruns 《CBE life sciences education》2004,3(3):189-195

We describe an assessment of the collective impact of 35 grants that the Howard Hughes Medical Institute (HHMI) made to biomedical research institutions in 1999 to support precollege science education outreach programs. Data collected from funded institutions were compared with data from a control group of institutions that had advanced to the last stage of review but had not been funded. The survey instrument and the results reveal outcomes and impacts that HHMI considers relevant for these programs. The following attributes are considered: ability to secure additional, non-HHMI funding; institution buy-in as measured by gains in dedicated space and staff; enhancement of the program director''s career; number and adoption of educational products developed; number of related publications and awards; percentage of programs for which teachers received course credit; increase in science content knowledge; and increase in student motivation to study science.  相似文献   

Factors affecting the performance and satisfaction of adult men and women attending college     

Jane T. Malin  James H. Bray  Thomas W. Dougherty  W. Ken Skinner 《Research in higher education》1980,13(2):115-130

Questionnaire data collected from male and female university students 25 years of age or older were used to investigate correlates of their performance, satisfaction, and adjustment in college. Men reported lower levels of performance and satisfaction. Multiple regression analyses of predictors of college grade-point average, satisfaction with college, and affective changes occurring while in college indicated that these three measures were predicted by demographic variables, by aspects of the college experience, by the external out-of-college responsibilities of these students, and by their goals. Each of the three dependent measures was predicted by a different subset of these variables.  相似文献   

The effects of explicit timing on middle‐school students’ writing production across 5‐ and 15‐min sessions     

Peter L. Ignacio  Merilee McCurdy  Jada White  Madeline B. Auge  Christopher H. Skinner  Janet Schwartz‐Micheaux 《Psychology in the schools》2019,56(9):1482-1492

Enhancing rates of accurate, active, academic responding can enhance learning. Both temporal manipulations (i.e., reducing time to work on assignments) and providing multiple distributed temporal cues (MDTC), sometimes referred to as explicit timing, have been shown to enhance rates of accurate mathematics responding. The current study was designed to evaluate the effects of session length (i.e., 5 vs. 15 min to write) and temporal cues (i.e., a single initial temporal cue vs. MDTC) on seventh‐ and eighth‐grade students writing assignment rates and writing accuracy. Results showed that the 5 min writing sessions did result in significantly greater rates of accurate responding than the 15 min sessions; however, explicit timing did not significantly alter writing rates or accuracy. These findings suggest that educators can enhance rates of accurate writing by reducing writing session lengths. Discussion focuses on applied implications of providing briefer writing sessions and future research investigating the interaction between multiple temporal cues and assignments.  相似文献   

Testing times: the impact of prior knowledge on written genres produced in examination settings     

Debra Myhill 《Assessment in Education: Principles, Policy & Practice》2005,12(3):289-300

This article explores the relationship between children's prior knowledge of spoken and written discourses and how this influences their attempts at examination writing. Particular emphasis is given to task demand in examination questions and how frequently this fails to acknowledge how prior knowledge might be realized in response to the question. School writing has specific genres of its own, genres which, although they may partially mirror genres found outside school, are nonetheless very specific. A significant factor in school genres is they emphasize an asymmetric power relationship between the teacher and the writer, with the teacher not only knowing the conventions of the genre, but often also acting as the determiner of the title, and as the arbiter of the finished piece of writing. Moreover, children whose home background has socioculturally prepared them for production of written genres are advantaged over those with different cultural and meaning‐making resources available to them.  相似文献   

Benefits and challenges of focus groups in the evaluation of a new Graduate Entry Medical Programme     

Debra Nestel  Amélie Ivkovic  Robyn A. Hill  Anthony N. Warrens  Paraskeva A. Paraskevas  Jacqueline A. McDonnell 《Assessment & Evaluation in Higher Education》2012,37(1):1-17

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An international discussion about cross-cultural career assessment     

Debra S. Osborn 《International Journal for Educational and Vocational Guidance》2012,12(1):5-16

Career assessments are a common resource used by career practitioners internationally to help inform individuals’ career decision-making. Research on the topic of cross-cultural career assessment has been mostly limited to the applicability of an established inventory to a different culture. The purpose of this paper is to summarize the existing research on cross-cultural assessment, and to indicate a need for collaboration among career development associations with respect to the value and use of career assessments, using current ethical standards as a springboard for determining common ground and perhaps a joint statement about the value of career assessments.  相似文献