中国和瑞典高中生学习负担与课外活动的比较研究

中学生的学习负担与课余活动受国家的经济、文化和社会发展的影响,了解国外高中生的学习负担与课余活动,对反思和改善我国高中生的学习与生活状况具有重要的借鉴意义。因此,运用问卷调查法和访谈法,对我国宁波市和瑞典隆德市高中生的学习负担与课余活动进行了调查,比较分析结果显示:两国高中生在作息时间、课内外学习、学习兴趣、作业考试、校外休闲活动和心理状态等维度上存在显著差异,亦即,我国高中生的学习负担显著高于瑞典高中生,而课余活动明显比瑞典高中生单调。     

Cognitive and motivational profile shape predicts mathematical skills over and above profile level

The interpretation of subtest profiles from intelligence testing remains popular among many practitioners who use subtest performance to draw diagnostic conclusions, in spite of criticism by some researchers, who point to the low reliability and predictive validity of subtest scores in predicting achievement outcomes. Prior research outlines two approaches to the study of subtest variation: the examination of interindividual variation in specific cognitive domains or subtests as compared to a standard sample, and the examination of intraindividual strengths and weaknesses, regardless of overall level. The present study seeks to add to knowledge in this field with data from 567 children ages 5 to 10 years who exhibit meaningful subtest variation on a new test of intellectual abilities. Results from the present sample point to statistically significant utility, with small to medium effects, of intraindividual cognitive and motivational profile shape over and above profile level in predicting mathematical skills. We discuss implications for school psychological and educational assessment research.     

Clinicians' opinions on the clinical relevance of anatomy education at Stellenbosch University

Anatomical science is a fundamental element of undergraduate medical education; thus, it is imperative that the course serves future medical professionals when entering clinical practice. However, anatomical education has faced challenges in recent years including decreased allocated time, increased class sizes and over-stretched staff. Technological advancements in anatomical education may provide relief to these issues. Therefore, exploring clinicians' perspective on the clinical relevance and efficacy of anatomical education, within an African context, can inform its future. This study used a qualitative research approach within an interpretive paradigm. Eight semi-structured one-on-one interviews were conducted with clinicians associated with Stellenbosch University and Tygerberg Hospital. Thematic analysis was employed to analyze the data, creating themes and codes. Trust worthiness of the data was ensured through peer debriefing and member checking. Results reveal that clinicians find clinically relevant anatomy valuable to students. However, some feel that this is not delivered effectively at present. Clinicians see potential for the incorporation of clinical technologies into anatomical pedagogy. Although clinicians are hopeful for new technological developments in anatomical education, concerns were reported about its autonomous nature. This study concludes that although clinically relevant anatomical education is beneficial to students, the time and the resources via which it is delivered should be considered. There is optimism for the future of anatomical education with the advancements of technologically based educational resources, however, new resources should be incorporated with planning and supervision.     

How Strongly Is Personality Associated With Burnout Among Teachers? A Meta-analysis

Educational Psychology Review - Teachers’ burnout has severe consequences for themselves and their students. The identification of factors related to burnout can provide valuable information...     

Thinking like researchers: action research and its impact on novice teachers’ thinking

This project investigated the effects of novice teachers’ responses to an action research project conducting during the student-teaching semester. This study drew on a framework that considered the participants’ process of research, practice of teaching, and identity as a researcher and utilized a qualitative, multiple case-study approach with an initial survey phase followed by interviews and document analysis of completed action research projects. Findings showed that the participants’ pre-existing identities as researchers informed their process of conducting the action research, which then had a positive impact on teaching practice if the overall research experience was positive.     

School Counselor Supervisors' Perceptions of the Discrimination Model of Supervision

The authors examined 38 school counselor supervisors' perceptions of the Discrimination Model (DM; Bernard, 1979, 1997) of supervision, replicating and extending Ellis and Dell's (1986) investigation of the DM with mental health counselor supervisors. Participants judged the dissimilarity of each unique combination of roles and foci of the DM. The authors conducted a confirmatory multidimensional scaling analysis to compare the implicit dimensions and constructs that school counselor and mental health counselor supervisors used to make decisions. Results suggested partial similarities in the conceptual maps of school counselor and mental health counselor supervisors. Implications and suggestions for future research are discussed.     

“I ‘feel’ like I am at university even though I am online.” Exploring how students narrate their engagement with higher education institutions in an online learning environment

This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students’ engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway’s engagement framework, the article seeks to foreground student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level. The students’ reflections presented in this article can be used to inform teaching and learning strategies designed to improve engagement in the online environment within the higher education sector.     

The integration of computer simulation and learning support: An example from the physics domain of collisions

Discovery learning is generally seen as a promising but demanding mode of learning that, in most cases, can only be successful if students are guided in the discovery process. The present article discusses a study on discovery learning with a computer simulation environment in the physics domain of collisions. In the learning environment, which is called Collision, students learned about collisions where two particles move in the same direction and interact via a conservative force in such a way that the total mechanical energy is conserved. In the experiment we conducted with Collision, we evaluated the effects of adding two different ways to guide students: model progression, in which the model is presented in separate parts; and assignments, small exercises that the student can choose to do. The effect of providing assignments and model progression was evaluated by comparing the learning behavior and learning results over three experimental conditions in which different versions of the simulation environment were presented: pure simulation, simulation plus assignments, and simulation plus model progression and assignments. Students' use of the environment was logged, their subjectively experienced workload was measured on‐line, and their learning was assessed using a number of assessment procedures. Providing assignments with the simulation improved students' performance on one aspect of a so‐called intuitive knowledge test. Providing the students with model progression did not have an effect. A subjective workload measure indicated that expanding the simulation with assignments and model progression did not raise the workload experienced by the students. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 597–615, 1999     

Overhead throwing in cricketers: A biomechanical description and playing level considerations

ABSTRACT

This study aimed to describe stationary overhead throwing biomechanics in South African cricketers, considering playing level, and relative to baseball. Kinematics and ground reaction forces were collected during throwing trials. Inverse dynamics was used to calculate joint kinetics. Inter-subject variability was calculated using the coefficient of variance. A one-dimensional statistical parametric mapping ANOVA was conducted to assess differences between the kinematic waveforms in elite and amateur cricketers (p < 0.05). Fifteen cricketers (elite = 8; amateur = 7) participated in this study. The basic parameters of a cricketer’s throwing action are described. Substantial inter-subject variability was noted for all variables, except lumbopelvic movement. Cricketers presented with 74.9 ± 27.3° glenohumeral external rotation and 94.8 ± 23.7° elbow flexion, at maximum external rotation (MER). Amateur cricketers displayed decreased elbow flexion range of motion between 2-14% of the throwing cycle (F = 9.365;p = 0.01); greater shoulder (121.0vs85.9 N; F = 0.36,p = 0.021) and elbow compression (105.6vs72.8 N;F = 0.007,p = 0.043), and superior shoulder force (203.1vs115.5 N;F = 2.43,p = 0.022) at MER, when compared with elite cricketers. Cricketers display similarities to baseball pitchers when throwing overhead from a stationary position. The “preparatory arc” utilised is different to the wind-up noted for baseball. The forces exerted on the shoulder and elbow, in amateur cricketers specifically, are substantially greater at MER and may indicate the potential risk for injury.     

Wanting to be ‘known’: Redefining self‐awareness through an understanding of self‐narration processes in educational transitions

The aim of this article is to initiate discussion about the pursuit of self‐awareness—a concept embedded in recent policy—as an educational goal. The authors argue that complex theoretical questions need to be addressed if improvements in policy and practice relating to personal, social and emotional education are to ensue. Such questions relate to possible interpretations of ‘self‐awareness’, a term that may be linked to outdated theories, implying a ‘self’ to be discovered and the possibility that people can sustain a ‘sense of self’ across time and place. From this perspective, self‐awareness may seem overly individualistic, obscuring more pro‐social goals (e.g. empathy, compassion, citizenship). Drawing on sociological and social psychological literature, as well as data from an empirical study of identity construction, it is hoped to contribute to the provision of firm foundations for personal, social and emotional education through a stronger theoretical exposition of ‘self‐awareness’. The authors' reconceptualised version highlights the importance of an expanded and flexible story of self, which they view as an invaluable tool for learning, fostering an openness to change.