False-performance feedback does not affect punching forces and pacing of elite boxers     

Israel Halperin  Dale W. Chapman  Kevin G. Thompson  Chris Abbiss 《Journal of sports sciences》2019,37(1):59-66

Prior research indicates that providing participants with positive augmented feedback tends to enhance motor learning and performance, whereas the opposite occurs with negative feedback. However, the majority of studies were conducted with untrained participants performing unfamiliar motor tasks and so it remains unclear if elite athletes completing familiar tasks respond in a similar fashion. Thus, this study investigated the effects of three different versions of false-performance feedback on punching force (N), pacing (force over time) and ratings of perceived exertion (RPE) in 15 elite amateur male boxers. Athletes completed a simulated boxing bout consisting of three rounds with 84 maximal effort punches delivered to a punching integrator on four separate days. Day one was a familiarisation session in which no feedback was provided. In the following three days athletes randomly received false-positive, false-negative and false-neutral feedback on their punching performance between each round. No statistical or meaningful differences were observed in punching forces, pacing or RPE between conditions (P > 0.05; ≤ 2%). These null results could stem from the elite status of the athletes involved, the focus on performance rather than learning, or they may indicate that false feedback has a less potent effect on performance than previously thought.  相似文献   

Communication centers at colleges and universities: Transitioning from a course resource to an institutional resource     

Luke LeFebvre  Leah LeFebvre  Dale Anderson 《Communication Teacher》2019,33(2):179-188

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Analysis of academic administrators’ attitudes: annual evaluations and factors that improve teaching     

Brian D. Cherry  Nathan Grasse  Dale Kapla  Brad Hamel 《Journal of Higher Education Policy & Management》2017,39(3):296-306

This article examines academic administrators’ attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process facilitates quality instruction. With increased pressure for accountability being placed on higher education, it is important to ensure that we are meeting both public and academic expectations. The evaluation process is an important tool to ensure the university’s goals and values are articulated and that academics can be successful in their individual career paths. The problem is most research finds flaws with the current method of evaluation, and academics and academic administrators are sceptical about the process and results. We find there are environmental factors that influence academic administrators’ perceptions of academic evaluations and the ability to improve classroom instruction.  相似文献   

The instructor self-evaluation form: Development and validation of an ipsative forced-choice measure of self-perceived faculty performance     

Enrique E. Batista  Dale C. Brandenburg 《Research in higher education》1978,9(4):319-332

An ipsative forced-choice college faculty self-evaluation questionnaire was developed. The instrument was validated by comparing self-evaluation scores to student rating scores and by comparing superior and nonsuperior instructors on the basis of student ratings. Both analyses yielded positive, but modest, indications of validity. Implications are discussed relative to the questionnaire's utility in faculty development activities.  相似文献   

A program for excellence in physics and physical science teaching     

Dale D. Long  Dr. Thomas G. Teates  Paul F. Zweifel 《Journal of Science Teacher Education》1992,3(4):109-113

Conclusion It seems reasonable to conclude that the impact of these projects has been extensive and that we have met our basic objectives regarding the improvement of science education for the target teachers and students. The long-term goal of improved scientific literacy of at least a part of the citizens of this country and world can only be assessed by some form of longitudinal study that is beyond the scope and funding for these projects. But our assessment of what has been accomplished in the short term efforts seems to indicate very positive gains in those areas of knowledge, confidence, and pedagogical capability that we believe will enable the participants to make contributions to the improvement of scientific literacy for the students with whom they work. In short, we believe we have had two successful and worthwhile programs that have been useful and effective.  相似文献   

National Survey of School Counselor Supervision     

Betsy J. Page  Dale R. Pietrzak  John M. Sutton 《Counselor Education & Supervision》2001,41(2):142-150

A sample of 267 American School Counseling Association members were surveyed regarding their current supervision, desire for clinical supervision, and rating of supervision goals. Although a small minority of respondents indicated that they were currently receiving supervision, a majority of respondents indicated a desire to receive supervision. Factor analysis of ratings of supervision goals resulted in 3 factors related to the foci or learning dimensions described in J. M. Bernard's (1997) Discrimination Model. Recommendations for counselor educators and school counselor supervisors are discussed.  相似文献   

Responding to the technological imperative: the experience of an open and distance education institution     

Dale M. Holt  Diane J. Thompson 《Distance Education》1995,16(1):43-64

This paper examines the key impact that technology is having on shaping and, indeed, fusing the worlds of work both outside and inside tertiary institutions. The transformation of organisations by technology creates key challenges for tertiary institutions which are identified. One tertiary institution's attempts to engage with these challenges is illuminated through case study research. The institution in question, Deakin University, is a major open and distance education organisation in Australia. In grappling with the technological imperative, issues of leadership, management and organisational change come to the fore. Leadership in dynamically evolving organisations committed to the use of educational technologies in a range of diverse teaching‐learning contexts is an enormously complex and difficult task. The complexities, ambiguities and difficulties of leadership in such an environment are illuminated in this paper through the presentation of a set of eight interconnected issues which reveal some of the experiences of people within the University who are attempting to manage educational change and technological innovation.  相似文献   

The effects of college grade adjustments on the predictive validity and utility of SAT scores     

Dana Keller  James Crouse  Dale Trusheim 《Research in higher education》1994,35(2):195-208

Regressing adjusted grade-point averages on freshman SAT scores and high school grade-point averages results in large increases in the incremental predictive validity of the SAT. Even so, the SAT still changes no more than a small proportion of admissions decisions and does not result in substantively important increases in freshman grades. The test does, however, change the composition of the freshman class by altering acceptances to some major areas of study and by limiting the access of women and blacks.  相似文献   

Ideology and Explanation: A Reply to Peter McLaren     

Michael Dale 《Educational theory》1987,37(3):327-333

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Sexual Health Education in Massage Therapy Programs: A Survey of Program Directors     

Brian D. Zamboni  Dale K. Healey 《American journal of sexuality education》2016,11(3):176-188

Massage therapy program directors completed an online survey to explore sexual education in massage therapy programs. The overall data suggest that program directors are supportive of sexual health education in the training of massage therapists and that such education is integrated into several aspects of their training programs. To enhance sexual health education, massage therapy programs could collaborate with specialists in sex therapy or sexuality education. Massage therapy training may need to include the following topics: working with clients who have been sexually abused, working with transsexual clients, understanding sexual arousal processes, and understanding dynamics between men and women.  相似文献