A psychological model of student persistence   总被引：1，自引：1，他引：1  

Corinna A. Ethington 《Research in higher education》1990,31(3):279-293

The present study examines the validity of the Eccles model of achievement behaviors (model of academic choice) for its predictive validity when the outcome (behavior) is student persistence in the postsecondary educational system to completion of at least the baccalaureate degree. Patterns of effects hypothesized by the theoretical model were only partially supported by the results forthcoming from the estimation of the model. Of the two constructs hypothesized to directly influence persistence—the value placed on college attendance and expectations for success in college—only value had significant influence. Two measures of goal orientations—business/financial and humanitarian/social—exerted indirect influence as hypothesized, but level of degree aspirations had as strong a direct influence on persistence as did value. Prior achievement had the strongest total effects of any of the variables in the model.  相似文献   

Language approaches used with deaf pupils in Scottish schools: 2001-2004     

Grimes M  Thoutenhoofd ED  Byrne D 《Journal of deaf studies and deaf education》2007,12(4):530-551

In this article we address "language approach" data as a key variable in quantitative, large-scale research on educational achievement, focusing on our work for the Achievements of Deaf Pupils in Scotland (ADPS) project. The complexity of approaches is addressed, with a particular focus on a "no-exclusion" model of service. In this context 3 years of language-related data are discussed, using constructions of language variables that take into account the variability in deaf pupils' hearing loss levels, types of provision, and professional practice. We see this as a necessary first step toward offering a nuanced context for understanding patterns in the educational outcomes among the ADPS population to be reported in a later article. The ADPS data on language approach can reveal general patterns at macro levels: our analysis suggests that, in Scotland, the extent and quality of British Sign Language/English provision may be determined more by local factors than by linguistic requirements and that ostensibly responsive policies can mask a limited spectrum for pupils and their families. However, the ADPS data are insufficiently sensitive to detailed and local variations to reflect the full complexity of language situations over time-a situation which represents an ongoing challenge for all long-term, large-scale studies.  相似文献   

Teaching science skills and knowledge to students with developmental disabilities: A systematic review     

Magdalena M. Apanasionok  Richard P. Hastings  Corinna F. Grindle  Richard C. Watkins  Andreas Paris 《科学教学研究杂志》2019,56(7):847-880

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.  相似文献   

The royal commission on technical instruction 1881 ‐ 1884: The Irish dimension     

Kieran R. Byrne 《Irish Educational Studies》2013,32(2):83-97

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Alternative Education: At the Crossroads     

Robert Byrne 《Clearing house (Menasha, Wis.)》2013,86(8):348-349

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Maximal-intensity isometric and dynamic exercise performance after eccentric muscle actions   总被引：3，自引：2，他引：1  

Byrne C  Eston R 《Journal of sports sciences》2002,20(12):951-959

A well-documented observation after eccentric exercise is a reduction in maximal voluntary force. However, little is known about the ability to maintain maximal isometric force or generate and maintain dynamic peak power. These aspects of muscle function were studied in seven participants (5 males, 2 females). Knee extensor isometric strength and rate of fatigue were assessed by a sustained 60 s maximal voluntary contraction at 80 degrees and 40 degrees knee flexion, corresponding to an optimal and a shortened muscle length, respectively. Dynamic peak power and rate of fatigue were assessed during a 30 s Wingate cycle test. Plasma creatine kinase was measured from a fingertip blood sample. These variables were measured before, 1 h after and 1, 2, 3 and 7 days after 100 repetitions of the eccentric phase of the barbell squat exercise (10 sets x 10 reps at 80% concentric one-repetition maximum). Eccentric exercise resulted in elevations in creatine kinase activity above baseline (274+/-109 U x l(-1); mean +/- s(x)) after 1 h (506+/-116 U x l(-1), P < 0.05) and 1 day (808+/-117 U x l(-1), P < 0.05). Isometric strength was reduced (P < 0.05) for 7 days (35% at 1 h, 5% at day 7) and the rate of fatigue was lower (P < 0.05) for 3 days at 80 degrees and for 1 day at 40 degrees. Wingate peak power was reduced to a lesser extent (P < 0.05) than isometric strength at 1 h (13%) and, although the time course of recovery was equal, the two variables differed in their pattern of recovery. Eccentrically exercised muscle was characterized by an inability to generate high force and power, but an improved ability to maintain force and power. Such functional outcomes are consistent with the proposition that type II fibres are selectively recruited or damaged during eccentric exercise.  相似文献   

The effects of anxiety and strategic planning on visual search behaviour     

Moran A  Byrne A  McGlade N 《Journal of sports sciences》2002,20(3):225-236

The past decade has witnessed increased interest in the visual search behaviour of athletes. Little is known, however, about the relationship between anxiety and eye movements in sport performers or about the extent to which athletes' planned and actual visual search strategies correspond. To address these issues, we conducted two studies. In Study 1, eight expert female gymnasts were presented with three digital slides of a model performing a skill that is known to be anxiety-provoking in this sport--namely, the 'back flip' on the beam. By varying the height of the beam and the presence or absence of safety mats, the slides differed in the amount of anxiety that they elicited vicariously in the viewer. In the study, the gymnasts were asked to imagine themselves in the position of the depicted model and to describe the anxiety that they felt. As they viewed the slides, their eye movements were recorded. As predicted, anxiety was associated with an increase in the number of fixations to peripheral areas. In addition, the more 'threatening' slides elicited significantly more fixations than the less feared images. In Study 2, the plans of 15 equestrian performers (5 expert, 5 intermediate and 5 novice) were elicited as they engaged in a virtual 'walk' around a computerized show-jumping course. Contrary to expectations, the congruence between intended and actual search behaviour was not significantly greater for expert riders than for the less skilled groups. Also, the fact that the top riders allocated more fixations to slides than the less skilled performers challenged the prediction that expertise would be associated with economy of visual search. Finally, as expected, the expert riders were significantly less dependent on the overall 'course plan' than the intermediate and novice equestrian performers when inspecting the fences.  相似文献   

Predicting Parent-Child Differences in Perceptions of How Children Use the Internet for Help With Homework,Identity Development,and Health Information     

Sherri Jean Katz  Theodore Lee  Sahara Byrne 《广播与电子媒介杂志》2015,59(4):574-602

Bioecological systems theory provides a framework to understand how factors in the child's environment contribute to parent-child differences in estimations of how often children are helped by their Internet use. A national sample survey of 456 matched parent-child pairs investigated how parents-child relational factors, parental attitudes toward the Internet, and the bio-ecology of the child, are related to differing perceptions of the frequency of using the Internet to seek help with homework assignments, to aid in identity development, and to find health information. While previous research shows that parents underestimate risky online behaviors, we investigate whether parent-child differences will emerge in regards to how often the child engages in the behaviors under investigation here. The findings show that parents overestimate these online activities, suggesting they are biased in their estimations. Parent-child relational factors emerged as predictors of parental overestimation for each of these online activities, with trust perceptions as the most consistent predictor. Parental attitudes toward the Internet predicted parent-child differences in perceptions of how frequently the child used the Internet for help with homework and identity development, while the bioecology of the child was only predictive in the case of using the Internet for help with homework.  相似文献   

Pre-service teacher training in health and well-being in England: the state of the nation     

J. Byrne  J. Shepherd  S. Dewhirst  K. Pickett  V. Speller  P. Roderick 《欧洲师范教育杂志》2015,38(2):217-233

This paper presents findings from a survey of pre-service teacher training institutions in England with regard to the provision of health and well-being education. It examines factors affecting the inclusion of health and well-being, and explores educational implications in light of the changing landscape of pre-service teacher education in England. Provision of health and well-being education is noticeably variable across institutions, and many course leaders are unclear about the coverage in their partner schools. Course leaders regard health and well-being as an important part of the curriculum, but the focus is usually on generic health-related themes such as child protection and behaviour management, which address Government priorities, rather than on specific topics such as education about diet, drugs, alcohol, smoking, sex and relationships and physical activity. The paper argues that these aspects should be addressed for pre-service teachers to have an increased sense of self-efficacy and become capable health promoters.  相似文献   

Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading          下载免费PDF全文

Micaela E. Christopher  Jacqueline Hulslander  Brian Byrne  Stefan Samuelsson  Janice M. Keenan  Bruce Pennington  John C. DeFries  Sally J. Wadsworth  Erik Willcutt  Richard K. Olson 《Child development》2015,86(2):342-361

The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post‐first grade (M = 7.4 years), and post‐fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post‐fourth‐grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post‐fourth‐grade comprehension), print knowledge, and rapid naming.  相似文献