The role of athlete narcissism in moderating the relationship between coaches' transformational leader behaviors and athlete motivation     

Arthur CA  Woodman T  Ong CW  Hardy L  Ntoumanis N 《运动与训练心理学杂志》2011,33(1):3-19

Leadership research that examines follower characteristics as a potential moderator of leadership effectiveness is lacking. Within Bass's (1985) transformational leadership framework, we examined follower narcissism as a moderator of the coach behavior-coach effectiveness relationship. Youth athletes (male = 103, female = 106) from the Singapore Sports Academy (mean age = 14.28, SD = 1.40 years) completed the Differentiated Transformational Leadership Inventory (Callow, Smith, Hardy, Arthur, & Hardy, 2009), the Narcissistic Personality Inventory (Raskin & Terry, 1988), and indices of follower effort. Multilevel analyses revealed that athlete narcissism moderated the relationship between fostering acceptance of group goals and athlete effort and between high performance expectations and athlete effort. All the other transformational leader behaviors demonstrated main effects on follower effort, except for inspirational motivation.  相似文献   

Sex and Selection: a Reply to Matthen     

Lewens  Tim 《The British journal for the philosophy of science》2001,52(3):589-598

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Formula for Uncertainty     

Tim Lee 《British Journal of Special Education》1991,18(3):100-102

How LEAs are measuring and allocating resources for special educational needs varies widely. Yet their formulae for doing so are likely to make the difference between enabling pupils with special needs to progress in their learning and, conversely, reducing the support they may need. Tim Lee, research fellow, Centre for the Analysis of Social Policy, Bath University, reports on the latest surveys of LEAs' funding policies.  相似文献   

The Economics of Smallness: the case of small primary schools     

Tim Simkins 《Educational studies》1980,6(1):79-91

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Planning non-formal education: Strategies and constraints   总被引：1，自引：0，他引：1  

Tim Simkins 《Prospects》1978,8(2):183-193

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Realism and the Strong Program   总被引：3，自引：0，他引：3  

Lewens  Tim 《The British journal for the philosophy of science》2005,56(3):559-577

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The relationship between qualified personnel and self-reported implementation of recommended physical education practices and programs in U.S. schools     

Davis KS  Burgeson CR  Brener ND  McManus T  Wechsler H 《Research quarterly for exercise and sport》2005,76(2):202-211

The authors analyzed data from the School Health Policies and Programs Study 2000 to assess the associations between the presence of a district physical education coordinator and district-level physical education policies and practices recommended by federal government agencies and national organizations. The authors also examined the relationship between teacher qualifications and staff development related to physical education and self-reported implementation of recommended teachingpractices. District-level data were collected by self-administered mail questionnaires from a nationally representative sample of school districts. Classroom-level data were collected by computer-assisted personal interviews with teachers of randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools. Nearly two thirds (62.2%) of districts had a physical education coordinator, and those were generally more likely than other districts to report having policies and practices that corresponded with national recommendations for high-quality physical education programs. More than two thirds of teachers (66.9%) met the criteria for teacher qualifications based on their education and certification. These teachers were more likely than others to report use of certain recommended physical education teaching practices. Teachers who participated in staff development also were more likely to use recommended teaching practices in their classrooms. Using a district physical education coordinator and teachers with appropriate qualifications as well as offering staff development opportunities on physical education may enhance school physical education programs.  相似文献   

Thinking it through: a study of how pre-service teachers respond to children who present with possible mental health difficulties     

David Armstrong  Deborah Price  Tim Crowley 《Emotional and Behavioural Difficulties》2013,18(4):381-397

Teachers are key professionals in responding to children and adolescents with possible mental health difficulties and who exhibit social, emotional or behavioural difficulties in the classroom. Health and education policy increasingly positions teachers as vital agents in connecting mental health services with affected young people. A growing corpus of research, however, questions practitioners’ capacity to undertake this important role, particularly given the limited space afforded to content around mental health in pre-service teacher education. This paper reports on a qualitative case study, conducted in an Australian context, investigating pre-service teacher responses to five vignettes of young people presenting behaviours indicative of possible mental health difficulties. In light of educator expectations to identify and appropriately respond to mental health difficulties, this study discloses the need for explicit, structured mental health guidance which form a discrete, core ‘knowledge base’ of teacher education. Patterns in data, analysed in light of policy literature, also suggest the value inherent in advocating open-minded, non-judgemental and collegial professional responses. Further research opportunities highlighted include a systematic review of current provision around mental health in pre-service teacher education programmes.  相似文献   

Obituary and Celebration for Brent Robinson     

Tim Denning 《Technology, Pedagogy and Education》2013,22(1-2):3-4

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Effectiveness of the Student Success Course on Persistence,Retention, Academic Achievement,and Student Engagement     

Kris Kimbark  Michelle L. Peters  Tim Richardson 《Community College Journal of Research & Practice》2013,37(2):124-138

ABSTRACT

Despite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970s. When reviewing strategies to increase student retention and successful completion, the Student Success Course (SSC) has emerged as a promising and prominent strategy for community colleges. Given that, the purpose of this sequential mixed methods study was to determine if participation in a SSC influences persistence, retention, academic achievement, and student engagement on a community college campus. Data were collected from a purposeful sample of 197 SSC participants at a middle sized community college in southeast Texas and compared to a matched sample of 235 non-SSC participants. Twelve former SSC participants were also interviewed in an attempt to build a more empirical understanding of the impact of the SSC on student engagement and, thus, the students’ decisions to remain in college. Results of this study indicate that a relationship exists between participation in the SSC and persistence, retention, academic achievement in English and mathematics, and student engagement. Additionally, participants claim that taking the SSC not only altered their perceptions of the importance of the course, but their social and study skills as well.  相似文献