A Preliminary Study of Questions Which Adolescents Find Unanswerable

In this article, the authors investigated the teacher practices that middle school students attend to when appraising their classroom's mastery goal structure. After students rated each item on the mastery goal structure scale, they wrote what their teacher did or said that led them to make that choice. Students' responses to the open-ended questions were coded thematically. The categories mentioned most often involved the pedagogical and affective nature of teachers' interactions with students. Recognition and evaluation practices and teachers' use of time were also salient to students. There were no differences in the practices that students attended to in classrooms with high, compared with low, mastery goal structure.     

Student Teachers' Views of Pupil Misbehaviour in Classrooms: A Norwegian and an English setting compared

This paper examines how student teachers in Norway and England perceive pupil misbehaviour. The data are based on an opportunistic questionnaire survey of 86 student teachers in Kristiansand and 100 student teachers in York. Student teachers' perceptions of the seriousness of infractions were significantly different with regard to 7 of the items, with the students in Norway being relatively more tolerant. There were a few differences linked to sex and age. A principal components analysis identified 6 factors that were labelled: aggression towards other pupils, delinquent behaviour, oppositional behaviour, passive deviance, anti‐social behaviour, and off‐task behaviour. With few exceptions, student teachers in Norway and England regarded serious aggressive, delinquent and anti‐social behaviour as totally unacceptable. This suggests that it is appropriate to encourage student teachers (and their school mentors) to consistently censure these kinds of pupil misbehaviour.     

社会体育指导员管理机制的研究——以江苏张家港为例

采用文献资料、问卷调查、数理统计等方法,对张家港社会体育指导员队伍建设现状进行研究,结果发现:张家港社会体育指导员队伍整体建设存在一定问题,如整体素质偏低,培训工作开展不力,队伍等级、年龄及职业等方面配置并不合理等,同时还了解到组织管理机构不完善、政府支持力度不够等是影响张家港社会体育指导员队伍建设的主要因素.为此文章提出以政策法规体系、组织管理体系、培训体系、调控体系、激励体系及监督体系为内涵系统的管理机制,是完善社会体育指导员队伍建设的组织程序和根本保证.     

高职校园文化建设的路径探析——辅导员执教篮球队优势分析

文章就辅导员作为高职校园文化建设的重要力量,发挥自己专业优势,通过执教学生篮球队,在训练、比赛中发挥育人和服务社会功能,对高职校园文化建设起到良好促进作用,进而培育学生优良品质和提高综合素质,以提升高职毕业生的就业核心竞争力。     

Talent development: linking the stakeholders to the process

Abstract

The three stakeholders (coaches, parents and the National Governing Body) in Talent Identification and Development (TID) are important factors in athlete development. How each of them perceive the key constructs of Talent Identification and Development (i.e. sport specialisation and selection, practice, athlete development, junior and adult success, and the role of the stakeholders), and the coherence of that understanding is not well understood. This study focuses on junior performance tennis and investigates the perceptions of coaches, parents and sports organisations (a National Governing Body) of the five key constructs of Talent Identification and Development. We were interested in examining (a) the extent to which stakeholder perceptions relate to research, (b) the coherence of each stakeholder's perceptions and (c) the extent to which there is coherence between what stakeholders understand each other thinks. Seventy-five coaches, parents, and National Governing Body staff completed a questionnaire that asked participants to rate their degree of agreement/disagreement with researched ‘principles' of Talent Identification and Development. The results suggest that stakeholders do not strongly agree with the research supporting principles of Talent Identification and Development. Furthermore, a significant lack of coherence of stakeholder perceptions was evident. This lack of coherence was also evident in each group's understanding of what the other stakeholders believed. The impact of these results on the Talent Identification and Development process is discussed.     

Knowledge and perceptions of sport psychology within English soccer

The aim of the present study was to examine knowledge and perceptions of applied sport psychology within English soccer. National coaches (n?=?8), youth academy directors (n?=?21) and academy coaches (n?=?27) were surveyed using questionnaire and interview methods. Questionnaire results revealed a lack of knowledge of sport psychology that appeared to underpin some of the most significant barriers to entry for sport psychologists. These included lack of clarity concerning the services of a sport psychologist, problems fitting in and players' negative perceptions of sport psychology. Overall, however, lack of finance was the highest rated barrier. Six barrier dimensions emerged from the interview data: negative perceptions of psychology, lack of sport psychology knowledge, integrating with players and coaching staff, role and service clarity, practical constraints, and perceived value of sport psychology. These findings were broadly compatible with the survey data, with finance emerging as a major barrier and misconceptions of sport psychology being common. Our conclusions are discussed in relation to the practical implications of the study for both applied research and the provision of sport psychology services within English soccer.     

Development of a Questionnaire Assessing School Physical Activity Environment

This study was designed to develop the Questionnaire Assessing School Physical Activity Environment (Q--SPACE) based on student perceptions. Twenty-eight items rated on 4-point Likert scales were administered to 244 middle school students in 9 schools. Exploratory factor analysis was used to evaluate the underlying structure of the items and 2 factors were extracted: physical environment (PE) and social environment (SE). Twelve and 8 items loaded saliently on PE (e.g., gym classes available) and SE (e.g., teacher encouragement), respectively. Factor scales had alpha coefficients of .86 (PE) and .81 (SE). One-week test–retest reliabilities for the factor scales of PE and SE were .78 and .72, respectively. Differences in PE scale scores across schools and PE and SE scale scores across student school physical activity behavior (e.g., participation on school teams) provided some evidence of scale construct validity. Overall, Q–SPACE demonstrates acceptable reliability for capturing middle school students' perceptions of school physical activity environment. The factorial validity needs to be assessed with confirmatory factor analysis and invariance testing procedures.     

天堂寨景区社区领导与普通居民旅游感知的差异

天堂寨农村社区旅游感知主要表现在社会收益、社区成本、文化收益、自然保护、经济期望、旅游支持、社区满意、社区议题、经济收益等方面。社区领导与普通农民在社区成本与自然保护感知两个维度有显著差异。普通农民对旅游发展社会成本的感知与自然保护的感知显著高于社区领导,其它维度则差异不显著。其研究说明了社区领导与普通居民是两个有不同利益诉求的利益群体,社区领导并不能完全代表普通居民,发展中国家农村社区愈来愈是一个多元化的权力空间。     

Reception learning and self-discovery learning in histology: Students' perceptions and their implications for assessing the effectiveness of different learning modalities

Two questionnaires were used to investigate students' perceptions of their motivation to opt for reception learning (RL) or self‐discovery learning (SDL) in histology and their choices of complementary learning strategies (CLS). The results demonstrated that the motivation to attend RL sessions was higher than the motivation to attend SDL to gain new knowledge (P < 0.01) and to apply this acquired knowledge to diagnosis (P < 0.01), therapy (P < 0.01), and research (P < 0.05). Students also showed a stronger preference for RL based on motivations related to leadership (P < 0.01) and competition (P < 0.01), although the rates were very low in both cases (≤ 1.9 ± 1.1). Statistically significant differences were found between male and female students for leadership (higher in males), responsibility (higher in females), and acquiring new knowledge (higher in females only in RL). This study's findings for students' preferred CLS strategies suggested a greater need for additional complementary resources after RL than after SDL (P < 0.01). In conclusion, RL was associated with a greater need for complementary training resources such as textbooks, atlases, the internet, audiovisual media, and tutorials, whereas SDL was associated with a greater need to orient teaching and training toward medical practice. These results suggest the need to reorient both types of learning processes to enhance their effectiveness in teaching histology, especially in the case of SDL, which should place more emphasis on clinically oriented knowledge. Anat Sci Educ. © 2012 American Association of Anatomists.     

Student perceptions of an upper-level, undergraduate human anatomy laboratory course without cadavers

Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This study describes the development of and student reactions to an upper-level human anatomy laboratory course for undergraduate students that used a regional approach and contemporary, alternative teaching methods to a cadaver-based course. The alternative pedagogy to deliver the curriculum included use of commercially available, three-dimensional anatomical virtual dissection software, anatomical models coupled with a learning management system to offer Web-based learning, and a new laboratory manual with collaborative exercises designed to develop the student's anatomical skills and collaborative team skills. A Likert-scale survey with open-ended questions was used to ascertain student perceptions of the course and its various aspects. Students perceived that the noncadaver-based, upper-level human anatomy course with an engaging, regional approach is highly valuable in their learning of anatomy. anatomy.