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Katherine B. Owen Philip D. Parker Brooke Van Zanden Freya MacMillan Thomas Astell-Burt 《教育心理学家》2016,51(2):129-145
Physical activity is associated with numerous health benefits in youth; however, these benefits could extend further than health, into education. Our aim was to systematically review and combine in meta-analyses evidence concerning the association between physical activity and the dimensions of school engagement, including behavior (e.g., time-on-task), emotions (e.g., lesson enjoyment), and cognition (e.g., self-regulated learning). We conducted meta-analyses using structural equation modeling on results from 38 studies. Overall, physical activity had a small, positive association with school engagement (d = .28, I2 = .86), 95% confidence interval [.12, .46]. This association was moderated by study design, with significant associations shown in randomized controlled trials but not in studies employing other designs. Risk of bias was also a significant effect moderator, as studies with a low risk of bias showed significant associations but not high risk of bias studies. Altogether, these results suggest that physical activity could improve school engagement. 相似文献
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Philip Hallinger 《Educational Assessment, Evaluation and Accountability》2010,22(4):253-274
This paper presents a case study of implementation of a new system of faculty teaching evaluation at a graduate school of
business in Thailand. The research employed a non-experimental, longitudinal case study design in the analysis of student
course evaluation data gathered over a period of 21 terms during a seven-year period. The report describes the design of the
performance and reward system and its role in the college’s quality improvement program. Quantitative data analysis focused
on results related to both instructor performance and faculty turnover. The data suggest statistically significant improvement
in levels of instructor effectiveness and faculty turnover in the college over the seven-year period. While the research is
subject to the contextual limitations of case studies, it also demonstrates the possibilities and problems of employing performance
and reward in higher education. 相似文献
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Philip J. Dunham 《Learning & behavior》1978,6(2):174-180
In two experiments, gerbils that were punished for eating exhibited an increase in only the most probable of several ongoing alternative responses (running) during sessions when eating was suppressed. These results support previously suggested punishment and implicit avoidance rules for predicting the effects of response-contingent punishment in multiple-response baseline procedures. Most subjects also exhibited a decline in unpunished digging responses during punishment sessions. Neither this decline in the digging behavior nor the amount of increase in running behavior supported a quantitative constant proportion rule which predicts that each of the unpunished responses will increase to occupy a constant proportion of the time available to it. 相似文献
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20 3-month-old infants participated in a nonsocial contingency task immediately following a social interaction with their mothers. A measure of the time the dyads spent in a state of vocal turn-taking predicted individual differences in the infants' subsequent performance on the contingency task. These results parallel the social transfer effects we reported earlier in which the turn-taking dimension of social structure was experimentally manipulated to assess its effect on a subsequent nonsocial contingency task. 相似文献
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