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131.
132.
Patrick R. Thomas 《High Ability Studies》1993,4(2):161-170
In an interrupted time series design with switching replications, three groups of club golfers received feedback on their psychological and psychomotor skills and level of involvement in golf as measured by the scales of the Golf Performance Survey. Repeated measures on these skills and performance levels in competition were obtained in the weeks before and after the feedback sessions to evaluate both short and long term effects. Multivariate analyses of the data revealed some improvement in the psychological and psychomotor skills of the participants, but no significant effects on performance. Although the profiling of strengths and weaknesses is often regarded as an important component of performance enhancement interventions, the results of this study suggest that subsequent training in those skills is necessary if the interventions are to be effective with athletes. 相似文献
133.
134.
This essay is written as Glasgow celebrates its (unilaterally - nominated ) year as UK City of Visual Arts and anticipates its year as UK City of Design and Architecture in 1999. In it I will suggest that women's participation in art and design (education) in Glasgow can be read as both problematic and political, pioneering and yet historically and currently contingent on ‘binary oppositions’ 相似文献
135.
The teaching and assessment of essay writing at primary schools throughout Vietnam is regulated by the Ministry of Education
and Training. The analytical error-recognition method of assessment, however, does not facilitate direct interpretation of
students’ writing competence. In this study, which involved samples of Grade 5 students in five provinces in Vietnam, a combination
of traditional and partial credit scoring rubrics was developed to enable data analysis using the Rasch model. Based on such
analysis, a continuum of writing ability at Grade 5 level was identified and a mastery level defined in terms of writing skills.
The study has implications for possible changes in future assessment and marking schemes. 相似文献
136.
137.
Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence 总被引:2,自引:0,他引:2
Hill NE Castellino DR Lansford JE Nowlin P Dodge KA Bates JE Pettit GS 《Child development》2004,75(5):1491-1509
A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds. 相似文献
138.
The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers 总被引:1,自引:0,他引:1
The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all. 相似文献
139.
Ron Toomey Corresponding author Judith Chapman Janet Gaff Jacqueline McGilp Maureen Walsh Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34
This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all. 相似文献