The Way We See It - By Sandra Richards     

Christopher  Barnett 《British Journal of Educational Studies》2009,57(1):102-104

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Prevalence and correlates of resistance training skill competence in adolescents     

Jordan J. Smith  Matthew DeMarco  Sarah G. Kennedy  Mark Kelson  Lisa M. Barnett  Avery D. Faigenbaum 《Journal of sports sciences》2018,36(11):1241-1249

The aim of this study is to examine the prevalence and correlates of adolescents’ resistance training (RT) skill competence. Participants were 548 adolescents (14.1 ± 0.5 years) from 16 schools in New South Wales, Australia. RT skills were assessed using the Resistance Training Skills Battery. Demographics, BMI, muscular fitness, perceived strength, RT self-efficacy, and motivation for RT were also assessed. The proportion demonstrating “competence” and “near competence” in each of the six RT skills were calculated and sex differences explored. Associations between the combined RT skill score and potential correlates were examined using multi-level linear mixed models. Overall, the prevalence of competence was low (range = 3.3% to 27.9%). Females outperformed males on the squat, lunge and overhead press, whereas males performed better on the push-up (p < .05). Significant associations were seen for a number of correlates, which largely differed by sex. Muscular fitness was moderately and positively associated with RT skills among both males (β = 0.34, 95%CIs = 0.23 to 0.46) and females (β = 0.36, 95%CIs = 0.23 to 0.48). Our findings support a link between RT skills and muscular fitness. Other associations were statistically significant but small in magnitude, and should therefore be interpreted cautiously.  相似文献   

Teacher Education Around the World     

Fulvia Furinghetti  Carne S. Barnett 《Journal of Mathematics Teacher Education》1998,1(3):341-356

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The slow handwriting of undergraduate students constrains overall performance in exam essays     

Vincent Connelly  Jo Barnett 《教育心理学》2005,25(1):99-107

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Research on Language and Communication in Children who have Severe Handicaps: a review and some implications for intervention     

Janette Barnett 《教育心理学》1987,7(2):117-128

Abstract This paper presents a critical discussion of some contemporary literature on the language development of, and problems in communication for, persons with severe handicaps. For meaning to be transmitted from one person to another requires a social interactive context. These transactional exchanges begin very early in a child's life and carry particular implications for caregivers and therapists. Some implications of this literature for intervention are suggested.  相似文献   

Why bright college students won't teach     

Barnett Berry 《The Urban Review》1986,18(4):269-280

A case study of the career expectations of noneducation college seniors (primarily in high demand fields) reveals that present policies, such as career ladders, merit pay, and traditional college loan programs, may have little positive impact on their consideration of teaching as a career alternative. For the brightest of the students, the most significant reasons why they won't teach relatenot to the lack of financial reward in teaching, but to frustrating working conditions, bureaucratic requirements, the lack of professional control, and few opportunities for intellectual growth, as well as their intolerance for diversity in the workplace and their perception of teaching as a boring job. In most cases, these negative lessons about teaching were learned while they were public school students. The recent movement to professionalize teaching would appear to be an important step in luring these bright students into teaching. However, professionalism alone will not ensure a school district's ability to attract and retain bright college students as teachers.  相似文献   

Moral judgment development of college students     

Donald A. Biggs  Robert Barnett 《Research in higher education》1981,14(2):91-102

In recent years, psychologists and educators have shown increased interest in the moral development of college students. Kohlberg and Rest discuss a six-stage model of moral judgment development that has generated considerable research. The findings have raised several issues regarding the relevance of attitudes, traits, and experiences in understanding the moral judgment development of students. This study examines the differential impact of (1) college experiences, (2) attribution beliefs and attitudes about punitiveness, (3) educational and academic characteristics, and (4) freshmen level of moral judgment development on the level of moral development of upper-division students, who as freshmen were classified as having either low or high levels of moral reasoning. For freshmen with low moral reasoning scores, their upper-division level of moral judgment development was significantly related to their causal attribution beliefs regarding personal responsibility. For those freshmen with high moral reasoning scores, their initial level of moral reasoning was the most significant factor related to their upper-division level of moral judgment development. For these students, participation in extracurricular activities was negatively related to upper-division moral reasoning scores. The more they had participated in extracurricular activities, the lower their upper-division moral reasoning scores.  相似文献   

Education for children with a chronic health condition: an evidence‐informed approach to policy and practice decision making     

Sanne Peters  Liza Hopkins  Tony Barnett 《British Journal of Special Education》2016,43(2):142-158

Children managing chronic health conditions face many obstacles which can impede their learning during periods of hospitalisation. In one particular hospital, a team of educators deemed it necessary to take a personalised learning approach in order to maintain students’ educational progress, namely making use of individual learning plans (ILPs). This team adopted an evidence‐informed practice (EIP) approach to the issue in order to persuade administrators of the need for change. The successful implementation of the EIP approach led to the inclusion of the ILP form in patients’ medical records, which is thought to be a first for Australia. Although EIP is regarded highly by practitioners and policy makers, there can be difficulties when implementing this approach. This study aims to identify the enabling features that permit EIP to be successfully implemented and to examine the ways in which EIP can lead to improved practice.  相似文献   

Legitimizing subjectivity: Meritorious performance and the professionalization of teacher and principal evaluation     

Barnett Berry  Rick Ginsberg 《Journal of Personnel Evaluation in Education》1989,2(2):123-140

An earlier version of this article was a paper presented at the 1988 Annual Meeting of the American Educational Research Association, New Orleans  相似文献   

‘Unless you are collaborating with a big name successful professor,you are unlikely to receive funding’     

Sarah I. Leberman  Brigit Eames  Shirley Barnett 《Gender and education》2016,28(5):644-661

Women consistently remain underrepresented in senior academic roles within the academy worldwide. Academics increasingly require research funding to conduct research, leading to publications, both of which can then be used for promotion applications. This article explores fourteen academic women's experiences of the research funding process in New Zealand, to provide insights into one aspect of why this inequity continues. The findings identify institutional, personal, and funding issues that impact on women's application behaviour. Addressing these may assist in developing women's careers as academics and provides us with a more in-depth understanding of the issues than have previously been gleamed from large quantitative studies.  相似文献