Year-long teacher professional development on fifth grade student science outcomes     

Carolyn Nichol  Alice Chow  Scott Furtwengler 《International Journal of Science Education》2013,35(17):2099-2117

ABSTRACT

We first examined the effects of a year-long professional development (PD) programme for elementary science teachers on fifth grade student performance on state-mandated science achievement tests of students from a treatment and a comparison group of teachers in the 2009–2010 academic year. Then, we investigated the longer-term impacts by comparing the 2010–2011 student test results of the teachers one year after receiving treatment in 2009–2010 with the students of teachers who received treatment during 2010–2011. Test scores were analysed using a propensity score matching method to examine the relationship between the PD and student achievement. Results showed that even though the treatment teachers were out of the classroom 20% of the school year to attend the PD, there was no difference between their students’ science achievement scores and those of the comparison teachers who were in the classroom every day. This is an important finding because many principals and parents are reluctant to provide teachers with release time for PD. We also determined that students of teachers one year after participating in the PD significantly (p?<?0.001) with a medium effect size (η²?=?.088) outperformed students of teachers who had just completed the programme. This suggests that it takes time for teachers to implement new teaching strategies and that to observe the impact of an intervention programme, it may be important to expand the timeframe of the programme evaluation.  相似文献   

Pre-movement and during-movement visual search behaviours vary depending on expertise and anxiety levels in ten-pin bowling     

Wan Xiu Goh  Bernice H. Y. Lim  Matthew James Wylde  Michele Macnaughton  Jia Yi Chow 《Journal of sports sciences》2018,36(18):2076-2086

This study investigated the pre-movement and during-movement visual search behaviour (VSB) and quiet eye (QE) of 11 elite versus 10 sub-elite ten-pin bowlers, performing under high-anxiety and low-anxiety conditions. Pre-movement and independent of expertise, bowlers had more fixations and directed them to more locations when performing under high-anxiety compared with low-anxiety. Elite bowlers fixated at more locations closer to the pins in pre-movement than during-movement, with pre-movement QE occurring mostly at the breakpoint and middle arrows. During movement however, bowlers fixated closer to the foul-line at the middle and right dots and arrows, with during-movement-QE occurring at the middle dots and right arrows. Elite bowlers recorded longer QE durations during-movement rather than pre-movement, albeit a later onset during the longish five-step approach prior to ball release compared with sub-elite bowlers. Our results suggest that QE during-movement instead of pre-movement could be more pertinent in differentiating expertise during sporting tasks with a long movement phase and far-aiming target. The relevance of pre-movement or movement-QE in characterising expertise and performance could therefore be sport-dependent. This should be considered when investigating skilled action and developing training programs for skill acquisition.  相似文献   

Preliminary study of improving China TV University instructional materials     

Nick Eastmond  Clement Chow 《Educational technology research and development : ETR & D》1988,36(2):121-122

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Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries     

Ming Ming Chiu  Bonnie Wing-Yin Chow  Catherine Mcbride-Chang 《Learning and individual differences》2007,17(4):344-365

We examined whether strategies of memorization, transfer through elaboration, and metacognition accounted for reading, science, and mathematics achievement across 34 countries. 158,848 fifteen-year-olds completed a reading literacy test and a questionnaire. Of these students, 88,401 completed a science test, and 88,590 completed a mathematics test. We analyzed the data using multi-level regressions of Rasch-estimated test scores and modeled differences across countries and across schools. Students who reported using memorization strategies often scored lower in all subjects. Transfer through elaboration was not significantly linked to any achievement scores. Lastly, students reporting greater use of metacognitive strategies often scored higher. Compared to students in individualistic societies, to achievement scores of students in collective cultures were linked more strongly to schoolmates' use of metacognitive strategies and less strongly to their own use of metacognitive strategies. These results highlight how cultural contexts can moderate the links between adolescents' learning strategies and their academic achievement.  相似文献   

New products     

Kup-Sze Choi  Chum-Ming Chow  King-Hung Lo 《TechTrends》2002,46(3):52-52

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Exploring the relationships between collective efficacy, perceptions of success, and team attributions     

Chow GM  Feltz DL 《Journal of sports sciences》2008,26(11):1179-1189

We examined the influence of collective efficacy and subjective interpretations of success/failure on team causal attributions. The participants were 71 male and female high school athletes on 20 track relay teams. Before a selected competition, participants completed a collective efficacy questionnaire. Then, immediately after their race, they were administered a modified version of the revised Causal Dimension Scale-II. A multi-level framework was employed to assess collective efficacy as an individually held perception and as a shared team belief. The individual perceptions of team success/failure significantly predicted the locus of causality and stability dimensions, whereas aggregated collective efficacy emerged as a significant team level predictor of average stability. Individual perceptions of collective efficacy were significantly related to team control and this relationship was moderated by the sex of the team. The findings indicate that collective efficacy beliefs held by athletes and teams prior to a competition influence the formation of post-competition team attributions in sport.  相似文献   

Literacies in the humanities: the student voice     

Carmel McNaught  Sarah S.W. Ng  Helen Chow 《高等教育研究与发展》2012,31(2):139-154

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Development and evaluation of a biomechanics concept inventory     

Duane Knudson  Guillermo Noffal  Jeff Bauer  Peter McGinnis  Michael Bird  John Chow 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):267-277

To help instructors in evaluating innovations in biomechanics instruction, a standardised test of the key concepts taught in the introductory biomechanics course was developed. The Biomechanics Concept Inventory (BCI) consists of 24 questions that test four prerequisite competencies and eight biomechanics competencies. Three hundred and sixty seven students from ten universities throughout the United States took the test at the beginning and the end of the introductory biomechanics course. Analysis of a sub‐sample of the students showed that the BCI was reliable with typical errors in internal consistency and test‐retest conditions of 1.4 and 2.0 questions, respectively. Mean pre‐test scores (8.5 ± 2.0) significantly (p < 0.0001) improved to 10.5 ± 3.2 in the post‐test (n = 305). Typical biomechanics students could correctly answer half of the prerequisite questions on the pre‐test. Instruction resulted in a mean normalised gain (g) of 13.0% of maximum possible improvement that was consistent with research on traditional instruction in introductory physics courses. It was concluded that the BCI could be an effective tool to evaluate the overall effect of pedagogical strategies on student learning of key biomechanical concepts in the introductory biomechanics course.  相似文献   

Complex and nonlinear pedagogy and the implications for physical education     

Jia Yi Chow  Matthew Atencio 《Sport, Education and Society》2013,18(8):1034-1054

There is increasing support to describe and examine the teaching of game skills in physical education from a complex and nonlinear perspective. The emergence of game behaviours as a consequence of the dynamic interactions of the learner, the game environment and the task constraints within the game context highlights the nonlinear and complex nature of how learning of game skills can occur. While there is increasing recognition that teaching and learning should be seen from a complex and nonlinear perspective, the challenge is to provide teachers with ideas on how to deliver lessons and activities that are underpinned by specific pedagogical practices from this perspective and in alignment with emerging curricular guidelines. In this paper, key features of complex and nonlinear pedagogy are discussed and exemplified through a Singaporean PE context. Practical implications are shared on how lessons/activities (soccer) based on aspects of complex and nonlinear pedagogy can be delivered in the school.  相似文献   

Quo Vadis Duke‐NUS?     

Cook S  Kamei RK  Soh CR  Chow PK 《Anatomical sciences education》2012,5(5):309-310

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