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61.
Lynn Van den Berghe Greet Cardon Isabel Tallir David Kirk Leen Haerens 《Physical Education & Sport Pedagogy》2016,21(6):653-670
Background: According to the classroom ecology paradigm, teachers and students interpret, predict, and respond to each other repeatedly in a reciprocal way. Such a reciprocal relationship is reflected in bidirectional interactions between a teacher's behavior and student (dis)engagement, an issue that has been confirmed in longitudinal studies including measures at different moments in a school year.Aims: Starting from the perspective of self-determination theory, the aim of the present study was to investigate bidirectional relationships between student (dis)engagement and need-supportive and need-thwarting teaching behavior during the first 15?min of a lesson.Sample &; method: The first three 5-minute intervals of 100 videotaped physical education lessons taught by 100 different teachers (51.9% male, M age?=?37.5?±?10.9 years) were observed and coded for need-supportive and need-thwarting teaching behavior, student engagement, and student disengagement. Correlations were calculated to explore relationships between student (dis)engagement and teaching behavior over the first 15?minutes of a PE lesson. Next, path analyses were conducted to analyze 5-to-5?minute interactions between teaching behavior and student (dis)engagement.Results: Student engagement correlated positively and disengagement correlated negatively with need support, while engagement correlated negatively and disengagement correlated positively with need-thwarting over the first 15?minutes of the lesson. There were few significant relationships between student engagement and teachers’ behavior across and between each of the three 5-minute intervals. Only when teachers provided more need support during the first 5?minutes of the lesson, students were more engaged in the third 5?minutes of the lesson. When students were more disengaged during the first 5?minutes of the lesson, teachers displayed less need support in the following 10?minutes of the lesson. In contrast, student disengagement in the second 5?minutes of the lesson related to more need support in the next 5?minutes. Most of the within-interval relationships between student engagement and teachers’ behaviors were inconsistent, but we did find positive relationships between student disengagement and need-thwarting teaching behaviors in the first and third interval, suggesting a rather direct and momentary within 5-minute intervals interaction between teachers and students.Conclusions: Findings of the present observational study suggest that, although overall relationships between student (dis)engagement and teachers’ behavior were in the expected directions, the picture might become more complicated when relationships are investigated according to the timing of the lesson, an issue that has remained uncovered in self-reported studies. While student disengagement was related to less need support and more need-thwarting teaching behaviors, more detailed analyses showed that it was particularly student disengagement in the beginning of a lesson that elicited less positive teaching behaviors. When students display disengagement further along in the first 15?minutes of the lesson, teachers seemed to respond in a more need-supportive way to student disengagement. Such findings provide interesting insights to build interventions for teachers around certain critical moments during the lesson, for example when dealing with student disengagement at a specific moment in the lesson. 相似文献
62.
Development and initial validation of a questionnaire to assess the reading beliefs of undergraduate students: the Cuestionario de Creencias sobre la Lectura
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The aim of this research was to develop a new questionnaire for exploring the reading beliefs of undergraduate students, because the only currently available instrument has conceptual and methodological limitations. The paper describes the process of developing the instrument and presents a range of psychometric data obtained from a sample of 558 Spanish undergraduates who were in the first or final year of a degree programme in psychology, language and literature or engineering. The results provide evidence of the psychometric quality of items and reveal a dual structure of two and six factors, both obtained through exploratory and/or confirmatory factor analyses. Adequate reliability based on internal consistency of the factors was also demonstrated. As a measure of criterion validity, differences in reading beliefs by gender, academic year and knowledge area were also explored. The findings support the psychometric adequacy of this new instrument developed through an exploratory piece of research. Overall, the process of constructing the instrument and the results from this study provide a framework for research and intervention, in addition to presenting a tool that both researchers and teaching staff could use in the context of reading and reading comprehension. 相似文献
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Latinos represent a large percentage of the immigrant population currently entering the United States. These immigrants may face mental health issues related to their immigration and acculturation experiences, leading to a need for counseling. The authors introduce narrative therapy as an appropriate treatment modality for college‐age Latino students. 相似文献
65.
Laia Viladot Isabel Gómez Teresa Malagarriga 《European Journal of Psychology of Education - EJPE》2010,25(1):49-65
This work explores the study of interaction through discourse as a means for analysing and understanding the process of teaching
and learning music. Over the course of a didactic sequence, we assess classroom conversations dealing with the analysis of
a music score constituted as the reference for the process of creating a joint music composition. The group is made up of
a teacher and second-year elementary pupils (aged 9–10 years) at a music school. Eight categories of discourse are identified
that help to understand the strategies used to construct shared musical meanings. This knowledge is important for practitioners
when reflecting on the teaching-learning process. It is also useful for teacher training. 相似文献
66.
Isabel Rots Antonia Aelterman Geert Devos Peter Vlerick 《Teaching and Teacher Education》2010,26(8):1619-1629
This two-wave survey study aimed at testing a hypothetical model of teacher education graduates’ decisions about whether or not to take a teaching position upon graduation. The model focuses on the relationship between teacher education and graduates’ choice on job entrance. Using path analysis and logistic regression, this model was tested in a sample of student teachers (n = 436), subsequently graduates (n = 251) of teacher training for secondary education. The results validate the relationship between teacher education variables and nearly graduates’ intention to enter the teaching profession. Furthermore, this intention proves an imperative predictor of graduates’ actual entrance. 相似文献
67.
Ana Ramos Patrícia Coutinho Pedro Silva Keith Davids Isabel Mesquita 《European Journal of Sport Science》2017,17(4):473-481
Variability analysis has been used to understand how competitive constraints shape different behaviours in team sports. In this study, we analysed and compared variability of tactical performance indices in players within complex I at two different competitive levels in volleyball. We also examined whether variability was influenced by set type and period. Eight matches from the 2012 Olympics competition and from the Portuguese national league in the 2014–2015 season were analysed (1496 rallies). Variability of setting conditions, attack zone, attack tempo and block opposition was assessed using Shannon entropy measures. Magnitude-based inferences were used to analyse the practical significance of compared values of selected variables. Results showed differences between elite and national teams for all variables, which were co-adapted to the competitive constraints of set type and set periods. Elite teams exploited system stability in setting conditions and block opposition, but greater unpredictability in zone and tempo of attack. These findings suggest that uncertainty in attacking actions was a key factor that could only be achieved with greater performance stability in other game actions. Data suggested how coaches could help setters develop the capacity to play at faster tempos, diversifying attack zones, especially at critical moments in competition. 相似文献
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69.
José Luis Zafra-Gómez Isabel Román-Martínez María Elena Gómez-Miranda 《Assessment & Evaluation in Higher Education》2015,40(8):1050-1069
The aim of this study is to determine the impact of inquiry-based learning (IBL) on students’ academic performance and to assess their satisfaction with the process. Linear and logistic regression analyses show that examination grades are positively related to attendance at classes and tutorials; moreover, there is a positive significant relationship between academic performance and IBL, which is considered useful for better understanding of the subject. While students’ satisfaction is directly associated with class attendance and motivation and with the perceived usefulness of IBL, it is unaffected by attendance at tutorials. We conclude, therefore, that students become more involved in learning and acquire increased knowledge of the subject when an IBL-based method is followed. 相似文献
70.