Developing cultural capability in international higher education: a narrative inquiry     

Joseph Nyemah 《Studies in Continuing Education》2016,38(3):374-376

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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   

Will Obama's My Brother's Keeper and Similar Initiatives Have a Positive Impact on Low-Income Students?     

Joseph Sanacore 《Clearing house (Menasha, Wis.)》2017,90(4):152-158

Barack Obama's My Brother's Keeper is designed to narrow persistent gaps that boys and young men of color confront often and to help all young people achieve their potential in college and career. An important part of this initiative is comprehensive mentoring that supports students in schools and in communities. Because ethnic-minority students have extremely low graduation rates in high school and college, an essential question is addressed: Can My Brother's Keeper and similar initiatives with a mentoring component be effective in helping minority students to achieve success in elementary and secondary schools and in college?  相似文献   

The Anatomy of Violence: The Biological Roots of Crime     

Ian Silver & Joseph L. Nedelec 《Journal of Criminal Justice Education》2019,30(1):159-161

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The relationship between individual instructional characteristics and the overall assessment of teaching effectiveness across different instructional contexts   总被引：1，自引：0，他引：1  

Joseph M. Ryan  Paul D. Harrison 《Research in higher education》1995,36(5):577-594

There is an ongoing debate in the student evaluation of teaching literature about whether an overall rating or factorial dimensions of teaching effectiveness should be used in personnel decisions. Marsh and his colleagues have advocated the use of a weighted average approach to computing overall evaluations. A policy-capturing experiment was carried out where students in three different instructional contexts made overall evaluations of hypothetical instructors based on a manipulation of the teaching factors in Marsh's SEEQ. The results indicated (1) amount learned was consistently the most important factor affecting overall evaluations; (2) course difficulty was consistently the least important factor affecting overall evaluations; and (3) there was a strong similarity among the three groups in the relative importance of the various teaching factors in arriving at an overall evaluation. The implications of this research are discussed, as well as directions for future research.  相似文献   

Children’s recognition and recall of picture and word stimuli     

Joseph R. Jenkins  Wesner B. Stack  Stanley L. Deno 《Educational technology research and development : ETR & D》1969,17(3):265-271

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Increasing the impact of a Master’s programme on teacher leadership and school development by means of boundary crossing     

Marco Snoek  Mascha Enthoven  Joseph Kessels  Monique Volman 《International Journal of Leadership in Education》2017,20(1):26-56

In this case study, we investigate how the development and impact of teacher leadership through a Master’s programme can be supported by a design that encourages boundary crossing activities between schools and universities. The case study focuses on 42 experienced teachers from three vocational colleges who were promoted to senior teacher positions and participated in a Master’s programme. Through individual and focus group interviews, data were collected on how boundary crossing activities can connect professional development and school development, and on favourable conditions for effective boundary crossing. The study shows that strategic alignment and shared ownership between university and school, a collective approach with multiple participants from one school, and the use of boundary objects, created the conditions through which the Master’s programme could serve as a catalyst, stimulating innovation of work practices and development of new leadership practices. The leadership of the senior teachers initiated a development process that shifted from formally mandated forms of leadership to more culturally embedded forms of leadership. This case study leads to a new understanding of design criteria for Master’s programmes and boundary objects that can support the process of developing teacher leadership within schools by facilitating boundary crossing between university and school.  相似文献   

An exploratory investigation of basic mathematical abilities of kindergarten children     

Joseph M. Scandura  Robert McGee 《Educational Studies in Mathematics》1972,4(3):331-345

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Introduction: Education and Social Justice     

Joseph Zajda  Suzanne Majhanovich  Val Rust 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(1):9-22

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Iv. Results: The Timing of Sound and Silence     

Joseph Jaffe  Beatrice Beebe  Stanley Feldstein  Cynthia L. Crown  & Michael D. Jasnow 《Monographs of the Society for Research in Child Development》2001,66(2):52-65

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