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21.
Gregory J. Benner Marissa J. Filderman Lucy Barnard-Brak Jordan Pennefather Jean Louise M. Smith Lisa A. Strycker 《Psychology in the schools》2023,60(1):182-198
This article reports on a pilot study of the Integrated Literacy Study Group, a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence-based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self-efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence-based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self-efficacy, and teacher practice, with positive impacts on student early literacy and academic competence. 相似文献
22.
Stephen E. Erfle 《Measurement in physical education and exercise science》2014,18(3):168-183
This article examines the proclivity and performance attributes of focal students across time and activities using data from 9,345 students. Three systematic focal behavior partitions are examined: Across activities, across time, and across activities and time. A student’s performance is focal if it ends in 0 or 5 for push-ups and 0 for curl-ups. Chi-square tests confirm that individual focal outcomes and systematic focal outcomes occur more frequently than random processes would suggest. In each instance, the only cell that is less populated than random processes would suggest is the one that exhibits no systematic focal behavior and the cell that exhibits the greatest deviation from expected is the full focal cell. Focal students outperform their peers on three activities at two assessments. Students with two-systematically focal outcomes have superior performance to students with no systematic focal outcomes but inferior performance to those with three or four focal outcomes. 相似文献
23.
This paper deals with the on-going practice of a critical action learning set who come together to meet their needs for coaching supervision as a group of executive coaches working from, and within, the University sector in South Wales. The reasons for the successes of, and the challenges around, this practice of four years standing have been articulated using an academic backdrop. The use of multi-factorial supervision has been heralded as being able to give a more rounded form of supervision which, despite its challenges, has, in this example, stood the test of time. Further data are required to try to understand if this form of supervision provides better coaching to the executive field in South Wales and beyond, and what can be learnt from the practice of supervision in general. 相似文献
24.
This study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Elementary teachers (N = 21) participated in a 30-h workshop and seven individual coaching sessions across an academic year. The coaching model promoted use of the Standards for Effective Pedagogy, five research-based practices known to increase student achievement. Findings demonstrate performance-based instructional coaching led to statistically significant (a) improvements in teacher pedagogy, (b) patterns of teacher growth, and (c) changes in classroom organization. Implications for improving teachers’ ultimate achievement, the coaching protocol, and research are addressed. 相似文献
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为了解我国职业足球教练员在指导和管理球队中的指导力结构特点,间接吸取经验和促进提高整体国内教练员执教水平,选取曾担任过或正在中超、中甲俱乐部及国字号球队执教岗位的职业足球教练共11人作为研究对象,通过一对一深层访谈方法,将他们的指导哲学和经历,指导过程的体验以及指导方式等方面的内容,进行了归纳和分析。并得出我国职业足球教练员指导力结构主要由二阶26个因素构成,其中包括22个1阶因素和4个二阶因素,既社会性、人格性、认知性、动机性等4个因素构成。此基础性研究期待未来进一步的深度研究。 相似文献
27.
本文讲述了在父亲近四十年的教育生涯里.研读和传播苏霍姆林斯基的教育理论的成就.以及对身边亲友的耳濡目染,字里行间表达了对父亲的拳拳思念之情。 相似文献
28.
探讨新时期内如何为学校的训练工作提供有效的信息服务,使网络环境下面向驻校国家队、竞技体校、校代表队体育信息服务的能力和效果明显提高。构建网络环境下运动训练信息服务新模式的主要对策包括:建立网络决策服务系统,搭建训练网络服务系统,建设运动训练信息库,建立远程信息教育网络,以运动训练学科为核心开展知识服务等。 相似文献
29.
从我国中小学田径教练员执教能力角度入手,深入分析和探讨中小学田径教练员应具备的执教能力素质因素,旨在为加强中小学田径教练员执教能力建设,加快我国中小学田径教练员队伍的发展,推动中小学田径运动训练的进程. 相似文献
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