Teachers' Perceptions of Classroom Competencies over a Decade of Change

A study of four teacher samples, surveyed between 1991 and 1998, has investigated similarities and differences in teaching styles, classroom behaviours and reactions to changes between teachers nominated by their students as influential on study decisions and non-nominated classroom teachers. Differences and similarities in response of teachers over a decade marked by significant changes in policy and practice have also been examined, especially with regard to the conflict between economic rationalist/instrumental and humanistic/ affective ideologies evident in education which has intensified in recent years. Similarities between the 'exemplary' and broadly representative classroom teachers in terms of classroom ideals, constructs of teaching competencies and teaching styles are observed, along with the persisting commitment to student-centred repertoires, despite external organisational pressures. Complex responses to change are noted, including a slight reduction in stress of most recent teacher cohorts over the period, with a continuing high level of work fulfilment.     

Changes in Mentor Efficacy and Perceptions Following Participation in a Youth Mentoring Program

Although mentoring programs are increasing in popularity as a preventative intervention strategy for youth, little is known about the experience from the mentor’s perspective. In this study, we describe a longitudinal assessment of 41 mentors, including 13 men and 28 women (M_age?=?21.93?years, SD?=?3.21) working with at-risk youth in a school-based mentoring program. Before starting the program, mentor perceptions, motives, and efficacy were assessed and again after three and six months of mentoring to measure change across time. At the end of the program, mentors evaluated the relationship and rated perceived benefits. Mentors experienced significant changes in perceptions and efficacy across time and changes predicted relationship satisfaction and perceived benefits. Recommendations to support mentors and develop sustainable and satisfying mentoring relationships are provided.     

The Influence of Expectations for Health-Related Talk on Reports of Marital Satisfaction A version of this paper was presented at the 2002 annual meeting of the National Communication Association in New Orleans,LA.

The present study empirically operationalizes the health-related talk of married individuals (N?=?349) and reports on the factor structure of these health-related talk expectations and the reliability and convergent validity of the two-factor solution. Both factors were significantly correlated with participants’ self reports of marital satisfaction. Implications for the relationships between health-related talk and marriage are discussed.     

Anthropometry of Young Women

Abstract

Based upon a multidimensional model for characterizing physical activity, the development of two forms (college men, college women) of an attitude inventory is described. Items held to be representative of the six dimensions of the model were evaluated on the basis of factor and item analyses using data generated by the use of preliminary forms. Hoyt reliabilities ranged from .72 to .89 for the six scales. Scales were able to differentiate between appropriate high and low preference groups for a particular type of activity in all cases except physical activity perceived as “catharsis.” The stability of the instrument is shown by comparing measures of central tendency, variability, and reliability of the basic sample with those drawn from a second, but similar population. Normative data, instructions, and a list of items, are provided.     

Analysis of passing sequences,shots and goals in soccer

Early research into how goals were scored in association football (Reep and Benjamin, ) may have shaped the tactics of British football. Most coaches have been affected, to a greater or lesser extent, by the tactics referred to as the “long-ball game” or “direct play”, which was a tactic employed as a consequence of this research. Data from these studies, published in the late 1960s, have been reconfirmed by analyses of different FIFA World Cup tournaments by several different research groups. In the present study, the number of passes that led to goals scored in two FIFA World Cup finals were analysed. The results conform to that of previous research, but when these data were normalized with respect to the frequency of the respective lengths of passing sequences, there were more goals scored from longer passing sequences than from shorter passing sequences. Teams produced significantly more shots per possession for these longer passing sequences, but the strike ratio of goals from shots is better for “direct play” than for “possession play”. Finally, an analysis of the shooting data for successful and unsuccessful teams for different lengths of passing sequences in the 1990 FIFA World Cup finals indicated that, for successful teams, longer passing sequences produced more goals per possession than shorter passing sequences. For unsuccessful teams, neither tactic had a clear advantage. It was further concluded that the original work of Reep and Benjamin (), although a key landmark in football analysis, led only to a partial understanding of the phenomenon that was investigated.     

Evaluation of a BSW Research Experience: Improving Student Research Competency

This article examines the experience of 24 BSW students in a faculty-mentored undergraduate research experience (URE) over the course of 1 academic year. In particular, we sought to better understand students’ self-perceived sense of competency across 15 specific research skills. In addition, we examined the URE’s impact on students’ knowledge about and attitudes toward research, as well as anxiety levels about research. A cross-sectional pre- and posttest design utilized both quantitative (survey) and qualitative (focus group) methodologies. All of the students’ ratings of their 15 research skills improved over time; 3 were statistically significant. Students demonstrated the most gain in evidence-based practice, ability to use statistical software, and data entry and analysis. Both knowledge about and attitude toward research improved significantly. Anxiety levels were surprisingly low. The importance of faculty mentoring is discussed, and suggestions for future research are provided.     

Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications

Abstract

Since the 1970s, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. More recently, social learning perspectives have received attention as viable or even desirable frames for research and practice related to teaching and learning, particularly in Web-based learning environments (WBLEs). In this article, the authors analyze these social learning perspectives and how they can be used in the design and implementation of online learning. This review and analysis of the research related to social learning perspectives on WBLEs provides several implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs.     

Personal Well-Being of Gifted Students Following Participation in an Early College-Entrance Program

In this study, life satisfaction and its correlates were explored through analysis of the experiences and psychological traits of highly gifted students who were accelerated into an early college-entrance program. Happiness, fulfillment in life, assuredness, and good dispositions are constructs that point toward positive character development and thriving. These early college entrants expressed greater global satisfaction with their lives than age peers. They specifically reported elevated levels of satisfaction in their achievements, immediate standard of living, personal safety, and future security than age peers. They expressed powerful feelings of general self-efficacy and high levels of trait seriousness, two constructs related to facilitating success. The findings in this study suggest these early college entrants are on a path toward personal thriving and living a good life.