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961.
Bruce Waldrip Peter Cox Craig Deed Jeffrey Dorman Debra Edwards Cathleen Farrelly Mary Keeffe Valeria Lovejoy Lucy Mow Vaughan Prain Peter Sellings Zali Yager 《Learning Environments Research》2014,17(3):355-370
This project sought to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and to relate these to academic efficacy, academic achievement, and student well-being. It also examined teachers’ perceptions of students’ readiness to learn, the assessment process, engagement, and the extent to which students’ learning is personalised. The sample involved students in years 7–10 from six Victorian secondary schools. An instrument Personalised Learning Environment Questionnaire (PLQ) was developed to measure students’ perceptions of the factors effecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context, and the total number of items kept to a minimum. Only scales more sensitive to PLPs were used to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement, and student well-being. The PLPs were assessed through scales that assess several contributing, distinct dimensions: selfdirected learning readiness, personal achievement, goal orientation, learning environment, personalised teaching and learning initiatives, curriculum entitlement and choice, and perceptions of assessment for learning. The trail PLQ was administered to 220 students, resulting in a 19 scale questionnaire with three or four items per scale. This paper reveals good data to model fit for the majority of items and each scale had good reliability. The paper describes the analytic techniques and results, how the instrument was refined and identifies common and uncommon student perceptions based on a post hoc analysis. The main study consisted of 2,407 students from four schools in the Bendigo Education Plan. They responded to this refined 19 scale version of the PLQ that was developed from the trial PLQ. All scales had satisfactory internal consistency reliability. 相似文献
962.
Paul Jeffrey Donovan 《Action Learning: Research and Practice》2014,11(2):179-197
‘Undiscussables’ are topics associated with threat or embarrassment that are avoided by groups, where that avoidance is also not discussed. Their deleterious effect on executive groups has been a point of discussion for several decades. More recently critical action learning (AL) has brought a welcome focus to power relations within AL sets. This paper brings these two streams of research together by exploring the relationship between undiscussables and the exercise of power by AL leaders. Analysis of statements and actions at times of negative affect in various AL sets over a two-year period showed three distinct categories of activities of AL set leaders that seemed effective in generating undiscussables within the set. It is argued that each of these categories represented an exercise of power by AL set leaders as they accessed privilege associated with their rank. Also proposed is that these activities seemed to be done without awareness by the AL set leader, with that lack of awareness being central to achieving the result of undiscussables. The paper concludes by inviting both AL set leaders and members to consider the described activities as a means of growing awareness about their role in generating undiscussables. 相似文献
963.
Jeffrey S. Kress 《Journal of Jewish Education》2014,80(3):319-342
Experiential Jewish education has been experiencing a time of growth, during which theory development, research, and practice have established a strong voice for the construct. Much of the focus to this point has been on definitions (particularly the distinction between experiential and informal Jewish education) and on outcomes of settings often associated with an experiential Jewish education (EJE) approach. Along with increased understanding of EJE comes the potential to explore a more nuanced set of questions about the nature of educational experiences. This point of development of the field also raises question of the relationship of EJE and the broader field of Jewish education. 相似文献
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966.
Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education
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Rebecca E. Gibbons Sachel M. Villafañe Marilyne Stains Kristen L. Murphy Jeffrey R. Raker 《科学教学研究杂志》2018,55(8):1111-1133
While research on and development of evidence‐based instructional practices (EBIPs) in STEM education has flourished, implementation of these practices classrooms has not been as prolific. Using the teacher‐centered systemic reform model as a framework, we explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. Postsecondary chemistry faculty present a unique population for the study because of their role in teaching prerequisite courses, such as general and organic chemistry, which are key to many science major fields. A measure of teacher beliefs and self‐efficacy was administered to a national survey of postsecondary chemistry faculty members. Instructional practices used in a chemistry course were also collected via self‐report. While instructional practices were not directly observed, a cluster analysis of our data mirrors patterns of instructional practices found in observation‐based studies of chemistry faculty. Significant differences are found on teacher thinking and self‐efficacy measures based on enacted instructional practices. Results support the hypothesized connection between beliefs and instructional practice on a larger scale than in previous studies of this relationship, bolstering the evidence for the importance of this relationship over previously criticized results. These results present a call for reform efforts on fostering change from its core, that is, the beliefs of those who ultimately adopt EBIPs. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform. 相似文献
967.
Jeffrey S. Rosenthal 《Teaching Statistics》2018,40(1):7-11
This article advocates that introductory statistics be taught by basing all calculations on a single simple margin‐of‐error formula and deriving all of the standard introductory statistical concepts (confidence intervals, significance tests, comparisons of means and proportions, etc) from that one formula. It is argued that this approach will better emphasize the core concepts and commonality of statistics and range of statistical applications, without forcing the students to memorize lots of different equations. 相似文献
968.
ABSTRACTPrimary education is compulsory around the world. This means that around age 5 or 6, millions of children worldwide transition from home or preschool/kindergarten settings into primary school, with the success of this transition shaping school and life trajectories for years to come. Both developmental and environmental factors during early childhood spur tremendous change in children’s executive function (EF), a multi-component process fundamental to self-regulation and overall achievement. Successful self-regulation means that children can master their attention, emotions, and behaviors as they navigate public social spaces including the classroom and playground. Adaptive development of EF and self-regulation are critical, because primary school comes with heightened expectations for children to manage themselves effectively. In this special section of 4 articles that collectively span preschool through 5th grade, we take an integrative, whole-child approach to studying children’s regulatory processes and schooling outcomes. Special section authors explored conceptual frameworks, measurement approaches, and empirical research on the motor and behavioral aspects of self-regulation and their contributions to educational outcomes. Article themes include the importance of precise and nuanced measurement of regulatory processes in addition to academic skills; in-school and out-of-school time as unique contexts for development; multiple interrelated developmental domains important for EF and self-regulation, including visuo-spatial and visuo-motor skills; and the need to synthesize research on EF and self-regulation across developmental domains for efficacious application and interventions. In taking an integrative, whole-child approach to the study of self-regulation and schooling outcomes, these articles represent research that are important parts of the whole. 相似文献
969.
In this study, the authors examine Major League Baseball free agency to identify whether certain factors beyond a player’s on-field performance contribute to contract premiums. These premiums are considered to be the difference between the compensation a player receives in free agency and the marginal revenue product (MRPt-1) in their contract year. Using 345 free agent transactions over a four-year period (2012–2015), the authors examine the relationships between potential free agent contract premiums and the attributes of a player’s previous team, as well as how contract premiums may be influenced by the level of interest from other teams and certain facets of the acquiring teams. Results suggest that free agents tend to receive compensation premiums when they played for a successful team during their contract year. Playing for a large-market team during their contract year also influenced contract premiums. In addition, free agents tended to realize compensations premiums when multiple teams were bidding for their services, the acquiring teams were in playoff contention the prior year, and the acquiring teams possessed relatively more financial resources. Findings shed additional light on how factors peripheral to a player’s on-field performance may influence the free agency market. Recommendations include that effective control mechanisms are necessary to ensure free agent compensation is commensurate with the value of the player. 相似文献
970.
Jeffrey D. Simpson Brandon L. Miller Eric K. O’Neal Harish Chander Adam C. Knight 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):336-349
This study investigated the influence of external load training (ELT) on static and dynamic balance. Nineteen females stratified into two groups (ELT = 9, control = 10) completed three testing sessions over 6 weeks. The ELT group wore weighted vests (WV) of ~8% body mass for 32 h/week during daily living and three training sessions/week for 3 weeks. Following completion of ELT, a 3 week detraining (DET) phase was completed. Bilateral and unilateral static balance were assessed with eyes open and closed. Dynamic balance was assessed using the star excursion balance test (SEBT). Static and dynamic balance variables were analysed using a 2 (group) x 3 (time) between participants repeated measures ANOVA (p < 0.05). Results revealed significant reductions in average centre of pressure (COP) velocity in the control group on the non-dominant limb with eyes closed, and significantly greater reach distances in the ELT group on the SEBT for the posteromedial and medial directions on the dominant limb (p < 0.05). These findings suggest the ELT group did not significantly improve their balance in comparison to the control group. However, future research should further examine this unique, supplemental training method and the impact on balance performance. 相似文献