A review of behavioural measures and research methodology in sport and exercise psychology     

Samantha J. Meredith  Matt Dicks  Benjamin Noel  Christopher R. D. Wagstaff 《International review of sport and exercise psychology》2018,11(1):25-46

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Adventure education as aesthetic experience     

Benjamin C. Ingman 《Journal of Adventure Education & Outdoor Learning》2018,18(4):323-337

This study is an investigation of what happens to participants during their adventure education (AE) experiences and the meanings they ascribe to those experiences. These topics were explored through the qualitative framework of educational connoisseurship and criticism at three sites: a backpacking expedition, a challenge course and a multi-activity adventure programme. Through 183 hours of observation and 74 interviews with 41 participants, the qualities of AE as aesthetic experience were revealed. This conception of AE experience is characterised through sensory encounters, full attention and aesthetic paradox. Findings are supported with the voices of participants, and the significance of this conception of AE experience is discussed.  相似文献   

I CARE: Development and Evaluation of a Campus Gatekeeper Training Program for Mental Health Promotion and Suicide Prevention     

Marian Reiff  Meeta Kumar  Batsirai Bvunzawabaya  Soumya Madabhushi  Alaina Spiegel  Benjamin Bolnick 《Journal of College Student Psychotherapy》2019,33(2):107-130

Addressing the need for suicide prevention on campus, I CARE training, developed and facilitated by counseling center clinicians, trains students, staff, and faculty to provide support to students experiencing distress or mental health problems. We assessed its impact using a mixed-methods approach. Quantitative analyses demonstrated significant increases in knowledge of intervention skills and readiness to intervene from pretraining to posttraining. Knowledge and readiness remained significantly higher than preworkshop for the entire follow-up evaluation period, extending 15 months posttraining. Qualitative analyses revealed the value of experiential activities and emotional processing in increasing participants’ comfort and preparedness to intervene in challenging situations.  相似文献   

Simultaneous temporal and spatial processing     

Jonathon D. Crystal  Benjamin J. Miller 《Learning & behavior》2002,30(1):53-65

Rats searched for food that was contingent on time and place in an open field. One location was active at a time, the active location moved in a clockwise direction after each reward, and each location was repeated several times on each daily session. When a location was active, the first response after a fixed interval produced food. The intervals associated with each of the four locations were consistently 60, 30, 30, and 60 sec. For independent groups, inspecting an inactive location had no consequence (n = 7) or reduced the amount of food delivered at the active location (n = 6). The rates of inspecting active and inactive locations increased before the associated intervals elapsed, with preferential responding at the active locations. Rates of anticipation at active locations failed to superimpose when plotted as a function of proportional time. Simultaneous temporal and spatial processing contributed to the failure of proportional timing.  相似文献   

Might progress assessments hinder equitable progress? Evidence from England     

Benjamin Alcott 《Educational Assessment, Evaluation and Accountability》2017,29(3):269-296

Prior research has highlighted the importance of educational achievement throughout school in predicting subsequent progression to higher education in England. However, progress assessments may not only demonstrate students’ prior academic achievement but also influence their future achievement. I compare students who have received different grades on one such assessment, despite performing almost identically, to see whether grade labels influence their progress to post-compulsory education. Further, I investigate whether any impact differs according to socio-economic status. Results indicate that grade labels received in eighth grade influence students’ performance in school-leaving exams and enrollment in post-compulsory schooling. For lower socio-economic students, this impact is higher than for other students and extends to university enrollment.  相似文献   

Relationship of reading fluency assessment data with state accountability test scores: A longitudinal comparison of grade levels     

Benjamin Silberglitt  Matthew K. Burns  Na'im H. Madyun  Kathryn E. Lail 《Psychology in the schools》2006,43(5):527-535

The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum‐based measurement for reading (R‐CBM) and state accountability test scores, potential grade differences in relationship magnitude, and differences in relationship magnitude among R‐CBM and Maze as they compare to state test scores. Data for 5,472 students in Grades 3, 5, 7, and 8 were correlated and resulted in corrected coefficients that ranged from .51 (eighth graders) to .71 (third graders) for R‐CBM and .49 (eighth graders) to .54 (seventh graders) for Maze. The coefficients between R‐CBM and state test scores were significantly larger for third and fifth graders than those for eighth graders. No significant differences in magnitude were found between the correlation coefficients for state test scores to R‐CBM and to Maze among seventh or eighth graders. Potential implications and suggestions for future research are included. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 527–535, 2006.  相似文献   

Mutual alignment comparison facilitates abstraction and transfer of a complex scientific concept     

Judy M. Orton  Florencia K. Anggoro  Benjamin D. Jee 《Educational studies》2012,38(4):473-477

Learning about a scientific concept often occurs in the context of unfamiliar examples. Mutual alignment analogy – a type of analogical comparison in which the analogues are only partially understood – has been shown to facilitate learning from unfamiliar examples . In the present study, we examined the role of mutual alignment analogy in the abstraction and transfer of a complex scientific concept from examples presented in expository texts. Our results provide evidence that (a) promoting comparison between two examples and (b) orienting the learner toward relational commonalities result in greater abstraction and transfer. These findings suggest that mutual alignment analogy is an effective means of promoting abstraction and transfer of complex scientific concepts, and may thus be used in the classroom to promote learning from unfamiliar examples.  相似文献   

A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis     

Benjamin G. Solomon  Suzanne A. Klein  John M. Hintze  James M. Cressey  Sarah L. Peller 《Psychology in the schools》2012,49(2):105-121

Positive Behavior Support (PBS) for behavioral problems was included in the 1997 Individuals With Disabilities Education Act reauthorization, reflecting the increased implementation and strengthening empirical evidence for PBS in schools. Whereas PBS can be used reactively, its flexibility has led to a popular comprehensive school‐wide model used for prevention. School‐Wide Positive Behavioral Support (SWPBS) has been used across a variety of school environments and various demographics and has been evaluated using a variety of different outcome measures. The authors conducted a meta‐analysis of SWPBS research spanning 16 years and 20 articles. Specifically, single‐case studies were evaluated using a regression‐based procedure. Results show promising early trends in the data across dependent variables with a need for further research in specific areas. © 2011 Wiley Periodicals, Inc.  相似文献   

III. INTERPRETIVE FRAMEWORKS IN ROUTINE PRACTICES     

Eva Chian‐Hui Chen  Peggy J. Miller  Heidi Fung  Benjamin R. Boldt 《Monographs of the Society for Research in Child Development》2012,77(1):28-58

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Correction to: ‘The negative effect of school-average ability on science self-concept in the UK,the UK countries and the world: the Big-Fish-Little-Pond-Effect for PISA 2006’     

Benjamin Nagengast  Herbert W. Marsh 《教育心理学》2012,32(4)

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