A case study of integration and destreaming: Teachers and students in an Ontario secondary school respond     

Christine L. Robertson  Barry Cowell  John Olson 《课程研究杂志》2013,45(6):691-717

The direction that secondary school reform should take has become a contested question in the province of Ontario, Canada, during the 1990s. This case study of one secondary school examines some of the issues surrounding the transition years. Two policies, destreaming and integration, mandatedbythe OntarioMinistryof Education in 1993, and fully implemented by 1995, are examined by means of interview and survey. Administrators, teachers and students commented on the transition from elementary to secondary school. We discuss questions related to destreaming (especially how teachers contend with mixed-ability classes) and integration (with a particular focus on mathematics, science and technology).  相似文献   

Character Processes in Colleges and Universities     

David Allan Robertson 《Religious education (Chicago, Ill.)》2013,108(5):393-397

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Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework     

Caroline Robertson  Sandra Dunsmuir 《教育心理学》2013,33(2):215-232

Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, self-efficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers’ verbal feedback to pupils in class, predicted on-task pupil behaviour. Participants consisted of 58 teachers from five secondary schools, who completed three self-report questionnaires examining teacher stress, self-efficacy and irrational beliefs. In addition, both teachers and pupils were systematically observed in class using a structured schedule. The results indicated that high self-reported irrational beliefs and low self-efficacy predicted high levels of teacher stress. In addition, high self-efficacy and low levels of negative comments directed at pupils’ social behaviour and academic work in the classroom predicted high levels of on-task pupil behaviour. The implications for supporting teachers in these areas are discussed.  相似文献   

Bloody Waters     

Gladys Vondy Robertson 《The Educational forum》2013,77(2)

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Beauty Is     

Gladys Vondy Robertson 《The Educational forum》2013,77(2)

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Caldron     

Gladys Vondy Robertson 《The Educational forum》2013,77(4)

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Is Attribution Training a Worthwhile Classroom Intervention For K–12 Students with Learning Difficulties?     

Janna Siegel Robertson 《Educational Psychology Review》2000,12(1):111-134

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Enriching the Scholarship of Teaching: Determining Appropriate Cross-Professional Applications Among Teaching, Counseling, and Psychotherapy     

Douglas L. Robertson 《Innovative Higher Education》2000,25(2):111-125

When teaching is construed as facilitating learning rather than imparting knowledge, it becomes an educational helping relationship. In this light, teaching can be understood to share important characteristics with other helping professions, such as counseling and psychotherapy. As teaching is further conceptualized within this paradigm, confusion can develop regarding appropriate applications of concepts from related helping professions to teaching contexts. This article introduces and illustrates an appropriateness criterion that attempts to remove this confusion and thereby facilitate important cross-professional collaborations and further conceptual development of the teaching-as-helping paradigm.  相似文献   

A probabilistic model of information retrieval: development and comparative experiments: Part 2     

K. Sparck Jones  S. Walker  S. E. Robertson   《Information processing & management》2000,36(6):809

The paper combines a comprehensive account of the probabilistic model of retrieval with new systematic experiments on TREC Programme material. It presents the model from its foundations through its logical development to cover more aspects of retrieval data and a wider range of system functions. Each step in the argument is matched by comparative retrieval tests, to provide a single coherent account of a major line of research. The experiments demonstrate, for a large test collection, that the probabilistic model is effective and robust, and that it responds appropriately, with major improvements in performance, to key features of retrieval situations.Part 1 covers the foundations and the model development for document collection and relevance data, along with the test apparatus. Part 2 covers the further development and elaboration of the model, with extensive testing, and briefly considers other environment conditions and tasks, model training, concluding with comparisons with other approaches and an overall assessment.Data and results tables for both parts are given in Part 1. Key results are summarised in Part 2.  相似文献   

A rule induction framework for the determination of representative learning design in skilled performance     

Sam Robertson  Bart Spencer  Nicole Back  Damian Farrow 《Journal of sports sciences》2019,37(11):1280-1285

Representative learning design provides a framework for the extent to which practice simulates key elements of a performance setting. Improving both the measurement and analysis of representative learning design would allow for the refinement of sports training environments that seek to replicate competition conditions and provide additional context to the evaluation of athlete performance. Using rule induction, this study aimed to develop working models for the determination of high frequency, representative events in Australian Rules football kicking. A sample of 9005 kicks from the 2015 Australian Football League season were categorised and analysed according to the following constraints: type of pressure, kick distance, possession source, time in possession, velocity and kick target. The Apriori algorithm was used to develop two models. The first consisted of 10 rules containing the most commonly occurring constraint sets occurring during the kick in AF, with support values ranging from 0.15 to 0.22. None of the rules contained more than three constraints and confidence values ranged from 0.63 to 0.84. The second model considered ineffective and effective kick outcomes and displayed 70% classification accuracy. This research provides a measurement approach to determine the degree of representativeness of sports practice and is directly applicable to various team sports.  相似文献