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71.
Bernard Barker 《Journal of educational administration and history》2009,41(1):57-72
This case study examines why public‐sector reform in education often fails to deliver expected performance gains. Longitudinal evidence from a secondary comprehensive located in a former coalfield is used to identify constraints that frustrate government policies. Although the head and senior staff at Norcross School adopted transformational, distributed modes of leadership and implemented a rigorous target‐setting regime, the expected increase in effectiveness has not materialised. This disappointment is explained in relation to the flawed assumptions of the result‐driven effectiveness agenda, the resistance arising from continuing structural inequalities in society, and the hyperactive complexity of New Labour’s approach to managing public services. The study concludes that as the assessment regime in England provides an unreliable picture of student progress, there is no stable basis for judging the success of reform, particularly when perceived improvements in student experience are qualitative in nature. 相似文献
72.
Bernard Cerutti 《Journal of sports sciences》2018,36(7):797-801
Contrary to elite performance that is approaching an asymptote, recent analyses suggested a trend for improvement in veterans. This might be attributable to a disproportionate increase in older age-group participation. We extracted 26 years (1987–2012) of men’s results of a running event in Switzerland, “La Course de l’Escalade” (7.25 km). We investigated trends in performance by five-year age-groups, taking the 10, 20, 30, and 50 fastest in each group, and then the 1st, 5th, and 10th percentiles. Taking the 10, 20, 30 or 50 fastest runners there was a trend for improvement ranging from 0.07 to 0.22 min·year?1 (p < .0001; 95% CI ?0.083 to ?0.049 and p < .0001; 95% CI ?0.250 to ?0.196 respectively) in the elder age-groups. Taking the 1st, 5th, and 10th percentiles there were no trends for improvement, and actual deteriorations up to 0.13 (p < .0001; 95% CI +0.119 to +0.138) min·year?1. Mixed-effect models with repeated measures for runners, confirmed a global deteriorating trend with an estimate of +0.11 min·year?1 (p < .0001; 95% CI +0.107 to +0.116). The results suggest that increases in performance in older runners arise from modifications of sampling from a growing population. 相似文献
73.
Bernard Suits 《体育哲学杂志》2013,40(1):117-131
In his article, ‘Recovering Humanity: Movement, Sport, and Nature’, Doug Anderson addresses the place of endurance sport, or more generally sport at large, as a potential catalyst for the good life. Anderson contrasts transcendental themes of Henry David Thoreau and Ralph Waldo Emerson with the pragmatic claims of William James and John Dewey, who focus on human possibility and growth. Our aim is to pursue the pragmatic line of thought championed by James and Dewey as a contrasting but not mutually exclusive motive to Anderson’s analysis. We contend that movement can provide humanizing possibilities even more pronounced for those subscribing to pragmatic themes (i.e., growth and the strenuous mood). We will use running and cycling to demonstrate how the strenuous mood enhances the possibility for this humanizing condition. Specifically, we argue that moving in a committed fashion allows us to deepen our relationship with the respective practice and thus opens the possibilities for ‘recovering our humanity’. 相似文献
74.
AbstractSeveral researchers have demonstrated that an external focus of attention (about movement’s effects) during movement execution allowed better performances and learning of various motor tasks than an internal focus of attention (about movement itself). However, attentional focus effects have not been studied in tasks requiring explosive actions preceded by fast reaction time to a signal, such as a sprint start. We hypothesised that the beneficial effect of external focus of attention would be observed in the different stages of the sprint start (i.e. reaction time, block clearance and running) for both expert and novice sprinters. Novice and expert sprinters performed sprint starts followed by a 10 m sprint under three conditions: external focus instructions; internal focus instructions; and neutral instructions. The reaction time and the running time were significantly shorter in the external focus condition than in the internal focus condition, for both expert and novice participants. These results confirm the beneficial effect of an external focus of attention on the speed of movement execution. Moreover, they revealed that attentional focus influences movement preparation. Several hypotheses are proposed to account for these results, with reference to the processes that could be responsible for the observed effects. 相似文献
75.
Bob Croasdale Jeff Evans Jerry L. Moreno Harry O. Posten Andy Begg John Bernard Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7
The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986 相似文献
76.
Dorien Hopster‐den Otter Saskia Wools Theo J. H. M. Eggen Bernard P. Veldkamp 《Journal of Educational Measurement》2019,56(4):715-732
In educational practice, test results are used for several purposes. However, validity research is especially focused on the validity of summative assessment. This article aimed to provide a general framework for validating formative assessment. The authors applied the argument‐based approach to validation to the context of formative assessment. This resulted in a proposed interpretation and use argument consisting of a score interpretation and a score use. The former involves inferences linking specific task performance to an interpretation of a student's general performance. The latter involves inferences regarding decisions about actions and educational consequences. The validity argument should focus on critical claims regarding score interpretation and score use, since both are critical to the effectiveness of formative assessment. The proposed framework is illustrated by an operational example including a presentation of evidence that can be collected on the basis of the framework. 相似文献
77.
In Vygotsky's theory, the differentiation between genetic psychology and psychology of education has no sense. This thesis is proven by the exposition of some basic psychological principles governing Vygotsky's approach to psychology. Mediation of the psychological processes is the central fact of Vygotsky's conception; socially elaborated systems of signs are the means of mediation; these allow a control of the processes of behavior. Internalization and sociogenesis, which derive directly from this conception, are two inseparable aspects of the same process of construction of the different psychological capacities; on a certain level of development, they lead to a quasi-social behavior of the subjet towards himself. The differenciation of functions is the main form of construction of new capacities: the analyses of the development of language is a good illustration of this principle. Through the analysis of Vygotsky's theory one can discover some important guide lines for research in psychology. 相似文献
78.
Adelaide Ariel Wim J. van der Linden Bernard P. Veldkamp 《Journal of Educational Measurement》2006,43(2):85-96
Item-pool management requires a balancing act between the input of new items into the pool and the output of tests assembled from it. A strategy for optimizing item-pool management is presented that is based on the idea of a periodic update of an optimal blueprint for the item pool to tune item production to test assembly. A simulation study with scenarios involving different levels of quality of the initial item pool, item writing, and management for a previous item pool from the Law School Admission Test (LSAT) showed that good item-pool management had about the same main effects on the item-writing costs and the number of feasible tests as good item writing, but the two factors showed strong interaction effects. 相似文献
79.
It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discrimination Model. The SCSM uses a 3 (focus of supervision) × 3 (supervisor role) × 4 (CSCP domain) matrix. Examples are provided for potential supervision interventions using the SCSM. Implications for training, practice, and research are discussed. 相似文献
80.