教师应对方式影响职业倦怠：教学效能感的中介效应     

刘毅  吴宇驹  邢强 《宁波大学学报(教育科学版)》2008,30(5):36-40

采用问卷法以743名中小学在职教师为被试,研究了教学效能感在应对方式影响职业倦怠过程中的中介作用。结果发现：（1）成熟型应对方式提高教学效能感的同时,可以有效降低情绪衰竭、去个性化的产生,提高个人成就感。非成熟型应对方式的作用刚好相反。（2）教学效能感充当中介变量。在成熟型应对影响情绪衰竭、非成熟型应对影响个人成就感的过程中发挥完全中介效应;对于其他变量闻的关系,教学效能感则表现为部分中介作用。（3）教学效能感的中介作用都是积极的。  相似文献   

足球进球特点分析--第17届世界杯亚洲区预赛、决赛中国队进球调查   总被引：1，自引：0，他引：1  

丁长海 《泉州师范学院学报》2005,23(2):104-109

文章对中国足球队在17届世界杯顶赛、决赛中的射门进球分析．进球的主要特点为：在比赛的31’～60’时段的进球数最多；头球得分多；在罚球区内的射门进球多；边路传中配合进攻进球得分的比例最高；定位球进攻得分比例较大；左脚射门进球数偏少。  相似文献   

广东电大成绩查询系统的应用分析     

王杰  张晓平  梁燕燕 《广东广播电视大学学报》2006,15(4):26-28

本文对通过广东电大成绩查询系统的运行监控,对全省各市电大学生的使用情况及日志数据进行深入统计,深入了解各市电大学生的信息技术水平,从而提出了进一步推进基于Web环境下的现代远程开放教育管理模式应用研究。  相似文献   

师爱刍议     

喻莉 《铜仁学院学报》2004,6(3):21-23

要成功施教，师爱是一个重要因素，教师只有把爱贯穿教育过程的始终，才能取得良好的教育效果。  相似文献   

构建和谐师生关系与德育效能的提升     

李情豪 《中国德育》2006,1(2):17-21,62

德育效能决定着未来人才的价值取向,关系到未来民族的主体素质。师生关系对德育效能有着直接影响,这是由师生关系的本质内涵所决定的。和谐的师生关系具有和谐性、互动性、民主和平等性、多层面性和需要的相辅性,符合这一特征的师生关系的形成过程,本身就是德育实施过程。真爱、平等、沟通、榜样是建构和谐师生关系的核心动力、试金石、立交桥、航标灯。师生爱得越真挚,民主平等程度越高,沟通渠道越畅通,表率性越强。师生关系越和谐,德育效能越大。  相似文献   

The Latent Variable-Autoregressive Latent Trajectory Model: A General Framework for Longitudinal Data Analysis     

Silvia Bianconcini  Kenneth A. Bollen 《Structural equation modeling》2018,25(5):791-808

In recent years, longitudinal data have become increasingly relevant in many applications, heightening interest in selecting the best longitudinal model to analyze them. Too often, traditional practice rather than substantive theory guides the specific model selected. This opens the possibility that alternative models might better correspond to the data. In this paper, we present a general longitudinal model that we call the Latent Variable-Autoregressive Latent Trajectory (LV-ALT) model that includes most other longitudinal models with continuous outcomes as special cases. It is capable of specializing to most models dictated by theory or prior research while having the capacity to compare them to alternative ones. If there is little guidance on the best model, the LV-ALT provides a way to determine the appropriate empirical match to the data. We present the model, discuss its identification and estimation, and illustrate how the LV-ALT reveals new things about a widely used empirical example.  相似文献   

On the Correspondence between the Latent Growth Curve and Latent Change Score Models     

Sarfaraz Serang  Kevin J. Grimm  Zhiyong Zhang 《Structural equation modeling》2019,26(4):623-635

There has been a great deal of work in the literature on the equivalence between the mixed-effects modeling and structural equation modeling (SEM) frameworks in specifying growth models (Willett &; Sayer, 1994). However, there has been little work on the correspondence between the latent growth curve model (LGM) and the latent change score model (see Grimm, Zhang, Hamagami, &; Mazzocco, 2013 Grimm, K. J., Zhang, Z., Hamagami, F., &; Mazzocco, M. M. (2013). Modeling nonlinear change via latent change and latent acceleration frameworks: Examining velocity and acceleration of growth trajectories. Multivariate Behavioral Research, 48, 117–143.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]). We demonstrate that four popular variants of the latent change score model – the no change, constant change, proportional change, and dual change models – have LGM equivalents. We provide equations that allow the translation of parameters from one approach to the other and vice versa. We then illustrate this equivalence using mathematics achievement data from the National Longitudinal Survey of Youth.  相似文献   

Teacher Education Programmes and Their Contribution to Student Teacher Efficacy in Classroom Management and Pupil Engagement     

Knut A. Christophersen  Eyvind Elstad  Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254

This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching.  相似文献   

一株新型稻瘟霉素链霉菌JZB130180的鉴定及其对桃褐腐病的生防效果评价（英文）     

Mi NI  Qiong WU  Hong-li WANG  Wei-cheng LIU  Bin HU  Dian-peng ZHANG  Juan ZHAO  De-wen LIU  Cai-ge LU 《Journal of Zhejiang University. Science. B》2019,(1):84-94

目的:筛选对桃褐腐病有显著防效的链霉菌并解析其生防因子。创新点:本研究筛选到一株新型稻瘟霉素链霉菌JZB130180,其对桃褐腐病具有显著防效。通过对其生防因子解析及发酵液分析,为后续分离抑菌次生代谢物奠定了基础。方法:通过对峙培养和离体实验,检测链霉菌对桃褐腐病的抑制作用。通过平皿抑菌实验,计算链霉菌发酵液的室内毒力;随后进行了发酵液的理化性质检测。通过酶活力测定等,解析链霉菌中的生防因子。结论:链霉菌JZB130180及其发酵液对桃褐腐病具有显著的抑制作用。发酵液对桃褐腐病菌的半数有效抑制浓度(EC50)为38.3μg/mL,且对酸碱、温度和紫外线都有一定的耐受能力。此外,该菌株可以分泌几丁质酶、纤维素酶、蛋白酶等重要生防因子。  相似文献   

An Ethic of Caring: The Fuel for High Teacher Efficacy     

Marta?D.?CollierEmail author 《The Urban Review》2005,37(4):351-359

In this article I discuss ways of increasing teacher efficacy identified as a key belief system in the enhancement of teacher effectiveness. Teacher efficacy is defined and its impact on teacher effectiveness explored. The need to increase teacher efficacy to enhance the design, implementation and outcomes of instruction is discussed with special focus on caring and its potential as a catalyst for expanding teachers’ perception of their power to make a difference in the lives and performance of their students. Dr. Marta D. Collier is a tenured associate professor in the Department of Curriculum and Instruction in the College of Education and Health Professions at the University of Arkansas, Fayetteville. Dr. Collier earned her undergraduate degree in elementary education from Earlham College, Richmond, Indiana and her masters and Ph.D. degrees in elementary education from the University of Iowa, Iowa City, Iowa. Her research interests include the impact of caring on teaching and learning, the incorporation of culturally relevant children and youth literature into literacy instruction, and the design of preschool, primary and elementary classrooms that promote active teaching and learning. Dr. Collier’s teaching interests include early childhood pedagogy and program development, classroom learning theory and children’s literature.  相似文献