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Don?P.?Schulte John?R.?SlateEmail author Anthony?J.?Onwuegbuzie 《Learning Environments Research》2011,14(2):135-153
In this multi-stage mixed-analysis study, the views of 437 Hispanic college students enrolled at two Hispanic-Serving Institutions
in the Southwest of the USA were obtained concerning characteristics of effective middle-school teachers. Through the method
of constant comparison (qualitative phase), 38 themes were determined to be present in respondents’ characteristics of effective
middle-school teachers. Then, these themes (quantitative phase), quantified into an inter-respondent matrix that consisted
of a series of 1s and 0s, were analysed to determine whether participants differed in their themes as a function of gender,
college status and first-generation/non-first-generation status. Statistically significant differences were present between
males and females, between undergraduate and graduate students, and between first-generation and non-first-generation college
students in their emphases on effective middle-school teachers. Implications are discussed. 相似文献
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Toni A. Hilland Gareth Stratton Don Vinson Stuart Fairclough 《Journal of sports sciences》2013,31(14):1555-1563
Abstract The main aim of this study was to develop and test psychometrically the Physical Education Predisposition Scale, to assess secondary school students' cost–benefit assessment of physical education (PE) participation (PE attitude affective and attitude cognitive) and self-perceptions (PE perceived competence and self-efficacy). Secondary aims were to explore how the two variables were related, and to investigate age and gender differences. Altogether, 315 Year 8 and 9 students (aged 12–14 years) from four North West England schools completed the Physical Education Predisposition Scale. Principal components analysis revealed the presence of a simple two-factor solution explaining 60.7% of the variance. Factor 1 (labelled Perceived PE Worth) reflected attitude affective and attitude cognitive (α = 0.91), and factor 2 (Perceived PE Ability) represented perceived competence and self-efficacy (α = 0.89). Significant positive correlations were observed between the factors (r = 0.67 to 0.71, P < 0.001). Boys scored significantly higher than girls on Perceived PE Worth (P < 0.001) and Perceived PE Ability (P = 0.02). Similarly, Year 8 students scored significantly higher than Year 9 students on Perceived PE Worth (P = 0.005) and Perceived PE Ability (P < 0.001). Our results support the potential of the Physical Education Predisposition Scale as a concise measurement tool for use in the PE setting, for both teachers and researchers. 相似文献
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Several research articles have been published demonstrating the effectiveness of behavioral interventions in improving suggestive selling behavior of sales staff (e.g., Johnson & Masotti, 1990; Martinko, White, & Hassell, 1989; Mirman, 1982; Ralis & O'Brien, 1986). Procedures employed in these studies made use of two classes of personnel to implement the intervention: (1) personnel internal to the organization or (2) external consultants. The current study examined the efficacy of a consumer‐driven approach to improve suggestive selling behavior of three employees of a fast food franchise. Customers delivered either a verbal prompt or praise to an employee after they had placed their order. Delivery of a prompt or praise depended on whether or not the employee made a suggestion for an additional food purchase. This consumer‐driven intervention increased suggestive selling behaviors of all three employees, and was associated with higher suggestive sales in each case. 相似文献