Perceptual-cognitive expertise of handball coaches in their young and middle adult years     

Lennart Fischer  Joseph Baker  Rebecca Rienhoff  Bernd Strauß  Judith Tirp  Dirk Büsch 《Journal of sports sciences》2016,34(17):1637-1642

There is little research investigating the maintenance of perceptual-cognitive expertise in general and even less comparing coaches of different ages. The aim of this study was to test for perceptual-cognitive differences between age groups, licence levels, and their interaction. This study investigated differences in skilled performance between young and middle-aged coaches of three different skill levels. Participants performed an accuracy-oriented pattern recall (mean distance in pixel) and a time-oriented flicker test (mean detection time in ms). There were some significant differences between age groups and between skill groups for both tests, but no interactions. For the pattern recall test, the effect sizes were larger for skill level differences, while for the flicker test effects were larger for ageing. These results suggest coaches are able to maintain accuracy skills better than reaction timed tasks. This is in line with findings on speeded performance in general populations, which show declines with age. Moreover, results also support findings on perceptual expertise in skills where accuracy was important.  相似文献   

Adjustment scales for preschool intervention: Extending validity and relevance across multiple perspectives     

Rebecca Bulotsky‐Shearer  John Fantuzzo 《Psychology in the schools》2004,41(7):725-736

A series of studies extended psychometric research on the Adjustment Scales for Preschool Intervention (ASPI). The ASPI is a multidimensional measure of preschool emotional and behavioral adjustment for use within formal early childhood educational programs. These studies used a multiple method, multisource approach to provide additional evidence for the reliability and validity of the ASPI. Findings documented inter‐rater reliability of the ASPI across key informants within early childhood educational programs—teachers and teacher assistants. Findings supported concurrent validity of the ASPI with direct observations of preschool classroom adjustment problems and the developmentally salient constructs of temperament and emotion regulation. Implications for policy, practice, and future research are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 725–736, 2004.  相似文献   

One Word of Heart is Worth Three of Talent: Professional Communication Strategies in a Vietnamese Nonprofit Organization     

Sarah Beth Hopton  Rebecca Walton 《Technical Communication Quarterly》2019,28(1):39-53

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Cheating or cheated? Surviving secondary exit exams in a neoliberal era     

Elizabeth Buckner  Rebecca Hodges 《Compare》2016,46(4):603-623

Cheating on exams is a rampant and highly developed practice among youth in the Arab world, often involving elaborate networks, advanced technology and adult authorities. Rather than viewing cheating as mere laziness or immorality, this article interrogates the social meanings of cheating by comparing the practices and discourses of cheating on high-stakes high school exit exams – the tawjihi in Jordan and the Baccalauréat in Morocco. Using informal networks to obtain higher grades, and thereby better futures, cheating is one way youth contest the putative meritocracy of the state to reclaim a sense of control over their lives. Ironically, cheaters develop twenty-first century skills of collaboration, networking and creativity outside the school in order to evade the nation’s formal system of educational sorting. We argue that cheating illuminates the declining effectiveness of the public school in the nation-building project and the simultaneous emergence of the outcomes-oriented ‘neoliberal student’.  相似文献   

Exploring Relationships Among Belief in Genetic Determinism,Genetics Knowledge,and Social Factors     

Niklas Gericke  Rebecca Carver  Jérémy Castéra  Neima Alice Menezes Evangelista  Claire Coiffard Marre  Charbel N. El-Hani 《Science & Education》2017,26(10):1223-1259

Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the “Public Understanding and Attitudes towards Genetics and Genomics” (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism.  相似文献   

Appendix D: Use and Scoring of Coat and Oat Scales     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):134-138

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Teacher and school characteristics and their influence on curriculum implementation     

Gillian H. Roehrig  Rebecca A. Kruse  Anne Kern 《科学教学研究杂志》2007,44(7):883-907

Reform‐based curriculum materials have been suggested as a mechanism to make inquiry‐based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks‐Horsley, Hewson, Love, & Stiles, 1998 ; Powell & Anderson, 2002 ). This research examines the implementation of a reform‐based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 883–907, 2007  相似文献   

Appendix A: Items on Coat and Oat Measures and Ratings of the Degree to Which Items are Stereotyped in American Culture     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):113-119

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The Design of Writing: Unfolding systems of meaning     

Rebecca Luce-Kapler  Jane Chin  Erin O'Donnell  Shari Stoch 《Changing English: An International Journal of English Teaching》2001,8(1):43-52

This article explores the findings of a small research study that asked writers to describe a meaningful, personal incident using first narrative and then poetic forms. The poetry raised many anxieties about writing, including the revelations of subjectivity and the risks in sharing such work with a group. To understand some of the complexities of these responses, the researchers thought of writing as an ecology with interdependent systems influencing the writing. Rereading the research texts, they traced some of those systems that affect students' writing and understanding of poetry.  相似文献   

Children’s Perspectives on Their Everyday Lives in Child Care in Two Cultures: Denmark and the United States     

Grethe Kragh-Müller  Rebecca Isbell 《Early Childhood Education Journal》2011,39(1):17-27

The purpose of this study was to investigate young children’s perspectives related to their experiences in child care. Researchers used individual interviews and drawings in an early childhood program in Denmark and one in the United States as the basis for examining children’s perspectives on their everyday lives in child care. Observations documented the everyday cultural practices for the children in the two child care centers and provided a foundation for interpreting the interviews and the drawings. The information collected was analyzed to determine what aspects of child care young children like best and least, as well as their thoughts on the adults and peers in their center.  相似文献