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161.
Jeremie M. Carreau Grégoire Bosselut Stephen D. Ritchie Jean-Philippe Heuzé Scott Arppe 《Journal of Adventure Education & Outdoor Learning》2016,16(3):191-205
This exploratory study was conducted to illuminate aspects relevant to the emergence and evolution of informal roles in a group during a canoe expedition. Following tenets of ethnography, the first author collected observational and interview (conversational and focus group) data while participating as a member of the expedition. Three general dimensions were revealed with regards to emerging and evolving informal roles: context aspects; role occupant aspects; and group member aspects. Informal roles were found to be important structural components which contributed to group productivity and harmony. Findings are discussed in relation to the broader literature while questions are raised regarding how informal roles have been conceptualized. Implications include considering how informal roles relate to individual (e.g. satisfaction) and group (e.g. cohesion) level constructs and how outdoor leaders may benefit from understanding how informal roles emerge and evolve. 相似文献
162.
Scott B. Greenspan Sarah A. Fefer Sara A. Whitcomb Jessica M. Kemp 《Psychology in the schools》2019,56(6):907-927
Physical activity provides a myriad of well‐documented social‐emotional, behavioral, and academic benefits for youth. While research suggests that physical activity should be integrated within the school day to support the well‐being of students, an understanding of related empirical work within school psychology research and practice is unclear. School psychologists are well positioned to systematically incorporate physical activity within their intervention practices, particularly given their role and expertise in implementing and evaluating interventions. Authors engaged in a systematic review of 20 years (1998–2018) of physical activity intervention research within 10 peer‐reviewed school psychology journals and six school psychology‐related journals. Authors analyzed 22 studies to glean a comprehensive understanding of the literature base and highlight the ways in which physical activity can be incorporated to support school and student outcomes. Suggestions for research and practice in school psychology are discussed in light of the examined literature. 相似文献
163.
Tertiary Education and Management - With the unprecedented expansion of access to higher education internationally, today’s students enter university with a broader range of expectations,... 相似文献
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Learning & Behavior - Rats were made ill immediately or 6 h after drinking either familiar tap water or a novel .1% saccharin solution. Control animals were given sham treatments immediately... 相似文献
166.
Brown Scott W. Boyer Mark A. Mayall Hayley J. Johnson Paula R. Meng Lin Butler Michael J. Weir Kimberly Florea Natalie Hernandez Magnolia Reis Sally 《Instructional Science》2003,31(4-5):255-276
The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process. 相似文献
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This paper describes an experiential speechreading course that was designed to provide hearing-impaired students with real-life communication experiences. The course, intended to function as a supplement to traditional speechreading courses, was evaluated with a self-evaluation questionnaire completed by students who took the course and by a matched control group. Results indicate that the course was effective in increasing student self-perceptions of communication success in real-life situations. 相似文献
170.
Rebekah Inez Brau John W. Gardner G. Scott Webb Jason K. McDonald 《Decision Sciences Journal of Innovative Education》2019,17(1):6-32
We develop a single‐class period learning game for the Plan‐Do‐Study‐Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem‐solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre‐ and post‐test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging. 相似文献