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171.
172.
This study examined the reliability of a retrospective recall methodology for providing evidence of deliberate imagery practice. A secondary purpose was to determine which imagery activities constituted the sport-specific definition of deliberate practice (Starkes, Deakin, Allard, Hodges, & Hayes, 1996). Ninety-three Canadian athletes from one of three different competitive levels (regional, provincial, and national) completed the Deliberate Imagery Practice Recall Questionnaire, which was specifically designed for the present study. The athletes also completed a 1-week imagery diary to assess their use of 14 different imagery activities. The results of the study indicated that the athletes were able to reliably estimate their use of imagery over a short recall interval. Four imagery activities were also determined to fulfill the sport specific definition of deliberate practice. 相似文献
173.
To date, few scholars have examined organisational change in the sport industry, with the majority focusing on forces driving change. Only a handful have investigated responses to change, primarily centering upon factors contributing to resistance. Historically, most work in measuring attitudes has placed them on a bipolar continuum ranging from negative to positive. Recently, though, researchers have presented data to support an indifference-ambivalence attitudinal dimension characterised by evaluative tension. There have been few studies, however, that have examined ambivalence towards organisational change. Therefore, this research was undertaken to investigate ambivalence towards organisational change in a Football Championship Subdivision intercollegiate athletic department in the U.S. Through a case study, we demonstrate that ambivalence was a salient response to change, and that intrapersonal conflict, perceived lack of institutional support, managerial turnover, and previous negative experience with change served as antecedents. We then highlight the theoretical and practical significance of our study. 相似文献
174.
We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students’ Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008–2009 within-class ability grouping was used. In 2009–2010 schoolwide cluster grouping was implemented. In 2010–2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading. 相似文献
175.
176.
As universities prepare educational leaders for twenty-first century schools, the quality and authenticity of the internship experience require both the strengths of university faculty and the expertise of practitioners to create authentic experiences that seek to bridge the theory-to-practice divide. One mechanism to achieve this is through quality mentorship by school- and central-office-based personnel during the internship experience. A central aspect of this professional relationship is the ability for the mentor to provide access to quality activities that will prepare the aspiring leader for his/her first administrative position. This exploratory study examined language utilized by interns in their time logs as well as information gleaned from preliminary surveys of both interns and mentors upon completion of their experience. Findings revealed the complexity of language analysis and revealed a need for understanding activities of interns and interactions with mentors in a contextual fashion. 相似文献
177.
Many secondary schools are now establishing Nurture Groups, an intervention primarily designed for infant school-aged children. However, there is little research indicating that this intervention can be applied effectively to secondary settings. The main aim of this research was to explore how Nurture Groups are implemented into the secondary sector and whether they can be a beneficial intervention for children with social, emotional and behavioural difficulties. The implementation of three secondary school Nurture Groups was examined through the views of 17 secondary school staff and eight parents using focus groups, and six children who had attended the Nurture Groups through individual interviews. Findings indicated that secondary school Nurture Groups can be a valued resource and have benefits for young people. However, they often have a different emphasis from those originally devised by Boxall, because of the developmental differences between sectors. Recommendations for secondary school Nurture Group practitioners are provided. 相似文献
178.
Jennifer Wegmann 《Sex education》2013,13(5):494-508
As discourse in sexual education classes across the USA in 1996 began to change, media outlets became important sources of education for teenage girls. Unaffected directly by government policy, one of the most popular teenage girls' magazines, Seventeen, provided a plethora of information on sex. Several scholars have examined teenage magazines' sexual discourse, yet few have assessed the accuracy of sexual health information during a time period when the US Federal Government instituted an abstinence-only curriculum policy for public schools. In addition, there is a gap in the literature regarding magazines' attitudes about teenage abstinence, or lack thereof, especially in a time when politics had taken a very conservative stance on the issue. This paper examines Seventeen magazine between 1996 and 1998 to explore the magazine's attitude towards teen sex and abstinence and to analyse the accuracy of sexual health messages surrounding topics such as abortion, contraception and STDs. 相似文献
179.
The experience of becoming a teacher involves more than learning to use the tools of the trade. Using the example of teaching questioning strategies in a curriculum methods seminar for student teachers, two teacher-educators present questions and dilemmas that arise out of the tension between the use of language as a tool, and the experience of language as an aspect of becoming teachers. Anecdotes from classrooms show how student teachers develop an awareness of the dynamic interplay of these language forms. We suggest that this dynamic interplay can be understood as aesthetic form, an aspect of teaching practice which enables teachers to sustain the pedagogical relation. 相似文献
180.
Jennifer L. Hartman Beth Bjerregaard Vivian B. Lord 《Journal of Criminal Justice Education》2013,24(2):173-193
Higher educational institutions place a priority on the retention and timely graduation of students. Previous literature has identified transfer students to have unique concerns and that these concerns vary by major. While previous retention research has reported factors that influence students’ decision to remain in college, many of these studies treated transfer status as a homogenous group. The university in this study enrolls a high percentage of transfer students, and a large percentage of these transfers students enroll in Criminal Justice classes and become Criminal Justice majors. To determine if there are unique risk factors among Criminal Justice transfer students, this study uses multiple measures of transfer status to identify factors that might impact a students’ (1) university involvement, (2) GPA, (3) satisfaction with and sense of belonging to their university and (4) thereby influence their decision to remain in school. The proposition that transfer students as compared to native (nontransfer) students differ on how they face university challenges was also examined. While several variables were found to be important to students’ adjustment to the University, transfer status does not appear to be significant risk factor. Implications of the results are discussed. 相似文献