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AbstractIn recent years, volunteering has received strong research attention from both scholars and practitioners. For the most part, involvement in volunteer activities has been identified as an important determinant of future volunteering. Through revalidating an existing instrument, the purpose of this study was to assess the dimensions of volunteer satisfaction at the 2012 London Olympic Games and its impact on future volunteer behaviour. The findings of this study shed light on the identification of volunteer satisfaction factors in the mega sporting event setting, particularly for a unique type of volunteer (i.e. media worker) assigned to a special set of tasks. Unlike Galindo-Kuhn and Guzley’s results that revealed participation efficacy and group integration to be strong predictors of volunteer satisfaction, organizational support was the primary predictor for media centre volunteers’ re-participation intention towards future volunteering programmes. 相似文献
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The differences between US (Ohio) gifted and talented high school students and South Korean gifted and talented high school students on the Overexcitabilities Questionnaire II (OEQ II) were investigated. The OEQ II was administered to 227 Ohio identified gifted and talented high school students (M = 88, F = 139) and to 341 high school students from four specialized high schools (one for science, one for foreign language, and two for the arts) in Seoul, Korea (M = 117; F = 224). Multiple analysis of variance by gender and country revealed that Korean males and females scored higher in psychomotor OE and that US males and females scored higher in imaginational OE. No differences were found in intellectual OE, emotional OE, or sensual OE. 相似文献
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This study examines the ways in which preschool teachers support the development of children's explanatory language through science inquiry. Two classrooms in a preschool center using a science inquiry curriculum were videotaped during a 5-week unit on color mixing. Videotapes were analyzed for how teachers facilitated children's explanatory language. An assessment of explanatory language was administered to 47 children in the center before and after the color mixing unit. Analysis of discourse revealed that teachers engaged children as conversational partners and as scientific investigators responsible for their own learning. Explanations were dynamically co-constructed by adults and children within the context of participation in scientific inquiry. By the end of the unit, children produced more on-topic responses, more standard color-mixing terms, and more causal connectives in their responses to the assessment of explanatory language. 相似文献
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May Cheng May Hung Winnie So Wing Mui Wong Yu Lai Wah Lee Man Yuk Ching 《Asia Pacific Journal of Education》2003,23(1):85-98
Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.
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