The Expectancy-Value Questionnaire in Physical Education: A Validation Study Among Norwegian Adolescents

One of the main aims of the school subject physical education (PE) is to promote a lifelong healthy lifestyle. The expectancy-value theory represents an essential theoretical perspective to examine and understand adolescents’ learning and motivation in PE. Based on this theory, the Expectancy-Value Questionnaire (EVQ) measures students’ expectancy-related beliefs and perceived task values related to a subject like PE. The aim of the present study was to examine the dimensionality, reliability, and construct validity of the Norwegian version of the EVQ among adolescents in PE. In total, 338 students from six schools completed the EVQ in their PE classes during the spring of 2016. Explorative and confirmatory factor analyses were conducted, suggesting the four-dimensional construct of the EVQ to be superior the two-factor-model. The EVQ measurement model of adolescents’ expectancy-related believes and subjective task values in PE demonstrated satisfying reliability and construct validity.     

Teaching and Learning in a University Classroom: A Norwegian Case Study on Students' Perspectives

This article focuses on student activity and how students experience learning. A teaching programme was both led and researched by the one teacher. The article describes a master's level teaching programme and presents the data collection strategies used by the teacher‐researcher and presents learning viewed from the students' perspective. The teaching and researching processes are carried out in the framework of socio‐cultural theory. In Vygotsky's and Bakhtin's theories, as part of the socio‐cultural tradition, language and dialogue are viewed as decisive factors in learning and understanding, and hence in the researched teaching programme.     

Exploring Authority: A Case Study of a Composition and a Professional Writing Classroom

This article reports on classroom research designed to answer questions about authority—how institutions and disciplines, broadly conceived, influence teachers' ability to abnegate authority and how students' experiences influence their perceptions of authority in a business writing and a first-year composition class. The theoretical framework is derived from research about institutional and disciplinary influences on these two areas of study. This framework and our results lead us to speculate about the ways in which our students' experience of the institution and expectations of the classes and their intentions for using the material taught in the classes may have thwarted our attempt to share authority in our classrooms.     

Exploring Authority: A Case Study of a Composition and a Professional Writing Classroom

Abstract

This article reports on classroom research designed to answer questions about authority—how institutions and disciplines, broadly conceived, influence teachers' ability to abnegate authority and how students' experiences influence their perceptions of authority in a business writing and a first-year composition class. The theoretical framework is derived from research about institutional and disciplinary influences on these two areas of study. This framework and our results lead us to speculate about the ways in which our students' experience of the institution and expectations of the classes and their intentions for using the material taught in the classes may have thwarted our attempt to share authority in our classrooms.     

Racial Disparities in Sleep: Associations With Discrimination Among Ethnic/Racial Minority Adolescents

This study investigates the same-day associations between discrimination and sleep among 350 adolescents ages 13–15 (M = 14.29, SD = 0.65; Asian = 41%, Black = 22%, Latinx = 37%). Assessing sleep duration, sleep onset latency, and wake minutes after sleep onset using wrist actigraphy, Black adolescents slept 35 min less than Asian and 36 min less than Latinx youth. Black adolescents suffered the most wake minutes after sleep onset, followed by Latinx and Asian youth. Latinx youth reported the highest levels of sleep disturbance, whereas Asian youth reported the highest levels of daytime dysfunction. Daily discrimination was associated with lower levels of same-night sleep onset latency, more sleep disturbance, more next-day daytime dysfunction, and higher next-day daytime sleepiness.     

Epistemological Syncretism in a Biology Classroom: A Case Study

In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice. An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom practice was predominantly teacher-centered. A case study was then performed in order to investigate the underlying issues that contributed to his classroom practice. Data sources included preliminary and follow-up interviews and classroom observations. Data analysis indicated that factors that prevented the epistemological conflict from reaching a resolution included Mr. Hobbs’ beliefs about learning, contextual teaching factors, personal experiences as a student, and views of the nature of science. The findings from this case indicate that science teachers possess complex belief systems that are not immediately obvious to either the teacher or science teacher educators, and science teacher educators need to address teacher beliefs when they encourage teachers to implement reformed teaching practices.     

Purpose Among Youth From Low-Income Backgrounds: A Mixed Methods Investigation

Theoretical and empirical research lead to conflicting perspectives on whether youth from low-income backgrounds are likely to have access to lives of purpose. To explore this issue, this study used data collected during the 2016–2017 academic year from a sample of Southern California youth. Findings suggest (a) youth from low-income communities are as likely as youth from middle-income communities to report leading lives of purpose; (b) purpose among low-income youth is associated with many of the same indicators of positive development as it is among middle-income youth; and (c) youth from low-income backgrounds encounter personal hardships that, in the presence of familial support and other developmental assets, can inspire purpose. Implications for purpose-fostering interventions among low-income youth are discussed.     

Exploring the Collaborative Ethic in an Urban School: A Case Study

A case study is presented of a project designed to establish a collaborative consultation ethic in an inner-city elementary school serving a culturally diverse student population. The story that is told describes the collaborative culture of the school as well as the evolution of a school-based university course in collaborative consultation. Lessons learned from this project include the realities of schools in need of change; the ability to promote a collaborative ethic in schools lacking administrative and collegial support; the usefulness of a qualitative case study approach in understanding and providing information to adjust an ongoing collaborative endeavor and the value of conducting a university course on collaborative consultation using authentic content-that is, content identified by participants to which collaborative problem-solving processes are applied.     

Affective Assessment and Mathematics Classroom Engagement: A Case Study

This paper reports a case study of one student’s pattern of engagement in an eighth-grade algebra class. The student, Bryan, was a participant in a yearlong study of mathematical communication in middle school classrooms. His case is interesting both because of the striking differences between his being engaged and disengaged in classroom work, and because of the reasons he gives for his pattern of engagement. Several current theories of engagement and motivation are discussed as we attempt to gain insight into his actions and explanations. All are successful in describing parts of Bryan’s behavior. However, we argue both empirically and theoretically that none serve to characterize what we feel is the core of Bryan’s decision about engagement: his affective assessment of mathematics. We provide an analysis based on Rychlak’s (1988, 1994)Logical Learning Theory to give insights into Bryan’s assessment of mathematics, and discuss what this approach adds to our understanding of this particular case. This revised version was published online in July 2006 with corrections to the Cover Date.     

Intergroup Attitudes among Ethnic Minority Adolescents: A Causal Model

To examine the influence of ethnic idenilty and intergroup contact on adolescents' attitudes toward other ethnic groups, we studied eighth and eleventh graders from 2 predominantly non-white school districts. Surveys completed by 547 adolescents from 3 ethnic groups (133 African Americans, 219 Latinos, and 195 Asian Americans) assessed in-group and out-group attitudes, out-group interaction, out-group contact, and ethnic identity. A causal model suggested 2 pathways leading to positive out-group attitudes. In one pathway, ethnic identity increased with age and predicted positive in-group attitudes; these attitudes contributed to positive out-group attitudes. In a separate pathway, ethnic diversity outside of schcool led to more out-group interaction in school, which in turn predicted positive out-group attitudes. The results support developmental and multiculturalism views of intergroup relations.     

一个随班就读学生的个案调查

利用质的研究方法,研究了—位随班就读学生在普通学校的学习情况。结果发现,学校和部分教师对此学生的态度不够积极,对他的教育教学缺乏针对性。研究结果启示我们要加强对随班就读学生的个别化教学,以满足他们的特殊教育需要。     

弗兰德斯课堂教学评价系统实例分析

弗兰德斯互动分析系统(简称FIAS)是一种专门用来分析课堂教学中师生语言互动行为的观察评价模型,它是由10个语言行为编码组成。利用FIAS对一节高中语文课进行课堂评价分析,这节课是由一名从教两星期的新任教师所讲授的《纪念刘和珍君》。分析这节课中新任教师的教学语言特点及问题,针对课堂上所出现的教学问题提出几点建议,以增强其课堂教学能力,从而能够帮助新任教师专业成长。     

课堂教学评价的五个视角——以一堂数学课为例

文章提供了数学课堂教学评价的五个视角:教学目标、教学任务、教学工具、课堂文化、教师作用,并从一个教学案例出发说明这五个视角在实际课堂教学评价中的运用。     

The Use of External Consultants for School Development: A Norwegian Case Study

>Although teaching has traditionally been regarded as a stressful occupation, it may be argued that the increased pace of change and enhanced levels of competition within education have impacted upon all schools in Britain, and have brought added pressures to the profession. Additionally, a number of schools have experienced further traumatic change through the process of school merger and, hence, it would seem that teachers in these particular schools are highly vulnerable to high levels of stress.

A study, which was carried out to assess the levels of stress experienced by teachers in a sample of schools which were threatened by merger, had merged or had not merged, revealed that those who were threatened by traumatic change exhibited the highest levels of stress. The findings are discussed in relation to their implications for the management of traumatic organisation change projects.     

Science Motivation and Achievement Among Minority Urban High School Students: an Examination of the Flipped Classroom Model

Journal of Science Education and Technology - The effect of the flipped classroom model (FCM) on high school students’ science motivation and achievement in an urban public school was...     

课堂教学中运用情绪推理的案例研究

课堂教学与情绪推理的关系相辅相成,课堂教学是情绪推理的基础,情绪推理的结论影响着课堂教学的开展。情绪推理是人类个体基于自身情绪体验而出现的一种推理形式。研究结果表明,教师在课堂教学中得出情绪推理的结论影响着学生的辨别能力,对学生的学习造成重要的影响。相关建议:教师和学生应科学而理性地看待情绪推理,教师应在学生面前树立规范而良好的榜样,学生应学会自我接纳和自我调控。     

对少数民族硕士研究生民族文化认同的个案研究

通过对一个少数民族研究生的追踪访谈,确认了研究生教育对于提升少数民族研究生对本民族文化的认知和情感有着重要意义--个案调查结果显示,研究生教育对少数民族研究生辩证地、理性地认知本民族语言文字、传统习俗和宗教信仰并在此基础上形成对本民族传统文化的积极情感有着很重要的促进作用.然而,正确的认知和积极的情感并非自然而然导出少数民族研究生对民族传统文化的自觉坚守及主动维护.由此可以推断,教育的目标是有限目标,而不是无限目标.     

少数民族青少年互联网使用情况研究——以云南省为例

我们通过问卷调查和对比研究的方法,分析得出云南少数民族青少年网民在网络使用上的特殊性,以及在互联网使用中存在的媒介素养问题、硬件设施问题、信息霸权问题和信息环境问题。     

非英语专业理工科学生英语学习自主性的调查与分析

本次调查对辽宁工程技术大学2007级非英语专业的理工科学生进行了英语学习自主性的调查.调查主要涉及:学习者英语学习的态度、英语学习计划的制定和英语学习策略的使用.通过对调查结果的分析发现了一些问题并提出了建议.