排序方式： 共有64条查询结果，搜索用时 15 毫秒
21.
Stewart A. Vella Dylan P. Cliff Anthony D. Okely Dana L. Weintraub Thomas N. Robinson 《Quest (Human Kinetics)》2013,65(4):357-370
Implicit beliefs about the nature of human abilities have significant motivational, behavioral, and affective consequences. The purpose of this article was to review the application of implicit beliefs to the youth sport context and to provide theoretically derived and evidence-based instructional strategies to promote adaptive implicit beliefs about human abilities within this context. A narrative overview of theory and a review of research pertaining to implicit beliefs in education, sport, and physical activity are undertaken. Theoretically derived and evidence-based instructional strategies are outlined, and specific coaching behaviors are suggested. Six instructional strategies to promote adaptive implicit beliefs in these contexts are suggested: focusing on effort and persistence, facilitating challenge, promoting the value of failure, defining success as effort, the promotion of learning, and providing high expectations. It is concluded that instructional strategies may be used to facilitate positive motivational, behavioral, and affective outcomes for young people within a sport context. 相似文献
22.
In this essay, Kevin Pugh, Dylan Kriescher, Simon Cropp, and Maaly Younis revisit the philosophical roots of transformative experience (TE) theory by explaining how the theory emerged from John Dewey's philosophies of aesthetic experience, intellectual experience, and educative experience. In doing so, the authors clarify the linkage between defining qualities of transformative experience and core Deweyan constructs such as an experience, ideas, and educative experience. They then share some of the empirical findings from research conducted using a TE theory framework, with an emphasis on research dedicated to developing a pedagogy of teaching for transformative experiences. Finally, the authors address the limitations of TE theory as a representation of Dewey's philosophy of aesthetic and educative experience, and they consider how contributions of other theoretical perspectives including the scientific sublime, Romantic science, and critical theory might help to address those shortcomings. 相似文献
23.
Dylan V. Jones 《Compare》2004,34(4):463-486
The introduction of the National Numeracy Strategy (NNS) in England in September 1999 represented a very significant attempt to change the way mathematics was taught in primary schools. In Wales, where the NNS does not apply, an alternative strategy required Local Education Authorities (LEAs), in consultation with their schools, to develop locally based numeracy initiatives. This article presents and discusses results from a comparative study of the way in which headteachers viewed these contrasting attempts to raise standards of numeracy and their perception of the way in which the initiatives impacted upon pupils, teachers and teaching approaches. Whilst the data presented within the article may be of particular interest to policy makers and practitioners in England and Wales there would also appear to be some messages for those who may be concerned with similar large‐scale reform efforts, elsewhere. 相似文献
24.
Dylan Wiliam 《Assessment in Education: Principles, Policy & Practice》1996,3(3):287-308
Standard setting is defined as the identification of certain points on a mark scale with particular performance standards, with the intention of enhancing the inferences that are warranted from the test scores. It is argued that the selection of both the points on the mark‐scales and the performance standards with which they are equated are arbitrary and are driven by a set of values (which are often implicit). In ‘high‐stakes’ settings, it is shown how the values implicit in the standard can come to dominate the values inherent in the domain they represent. The validation of standards must therefore include consideration of their consequences as well as their meanings. It is then argued that standards, where they exist, cannot be accounted for purely in terms of norm‐referenced or criterion‐referenced interpretations, but exist rather by virtue of a shared construct in a community of practice. These theoretical positions are then developed to classify standard‐setting methods along two dimensions, the first relating to the role of performance data in the setting of standards and the second relating to the extent to which the meanings or the consequences of the assessment are emphasised in the process. 相似文献
25.
Jackie Marsh Lydia Plowman Dylan Yamada-Rice Julia Bishop Fiona Scott 《Early Years: An International Journal of Research and Development》2016,36(3):242-253
AbstractThis paper draws on an ESRC-funded study of play and creativity in preschool-aged children’s use of apps in the UK. The main objectives of the study were to collect information about access to and use of apps in the home, establish the most popular apps and identify the features of those apps that are successful in promoting play and creativity. A mixed-method approach was used to collect data, including video filming of children using the most popular apps. In identifying play types that emerged in the analysis of data, the team utilised an established taxonomy, which outlines sixteen play types. This taxonomy was reviewed and adapted to analyse data from the project relating to digital play. Through this process, an additional type of play, transgressive play, was identified and added to the taxonomy. The paper outlines the implications of the revised taxonomy for future studies of play. 相似文献
26.
Dylan Wiliam 《Education 3-13》2013,41(3):17-21
Summary In this article my purpose has not been to indicate what kinds of things can and can't be assessed appropriately with tests. Rather, I have tried to illuminate how the key ideas of reliability and validity are used by test developers and what this means in practice — not least in terms of the decisions that are made about individual students on the basis of their test results. As I have stressed throughout this article, these limitations are not the fault of test developers. However inconvenient these limitations are for proponents of school testing, they are inherent in the nature of tests of academic achievement, and are as real as rocks. All users of the results of educational tests must understand what a limited technology this is. 相似文献
27.
谈汉语模态词的分布与诠释之对应关系 总被引：5，自引：0，他引：5
汉语模态词(modals)有许多有趣的用法,不但为语法化理论提供了重要的研究素材,也凸显出句法和语义间的映射机制,尤其是对解析句子的上层结构有相当大的助益。本文从制图理论(Cartographic Approach)的观点来阐明模态词的语法特质,并解析其分布与诠释的相应关系(Rizzi,1997;Cinque,1999)。同时,我们也引进结构简化(structuralsimplification)的观点来分析汉语模态词语法化的历程,以作为解释模态光谱(spectrum ofmodality)的基础。 相似文献
28.
The Search Hypothesis of Emotion 总被引：1，自引：0，他引：1
29.
University administrators often strive for racial, socioeconomic, and geographic diversity in their student populations. Today, administrators face a new demographic challenge as women increasingly outnumber men in applications, enrollments, and graduation rates. This article discusses the causes and potential consequences of the growing gender imbalance and the legality of admissions policies that attempt to restore balance by giving preference to males. Using multiple analytic approaches, we test whether a public institution with increasing female enrollments responded by giving preferences in admissions to males. We conclude with insights for administrators and researchers. 相似文献
30.
A vision-based on-chip sensor for sensing local pressure inside a microfluidic device is proposed and evaluated in this paper. The local pressure is determined from the change of color intensity in the sensing chamber which is pre-filled with colored fluid. The working principle of the sensor is based on polydimethylsiloxane deformation. The pressure at the point of interest is guided into a deformation chamber, where the structural stiffness is softened by chamber geometry, and thus, the chamber deforms as a result of pressure changes. Such deformation is transmitted to the sensing chamber, a same-layer concentric inside the deformation chamber. The deformation in the sensing chamber causes the colored fluid flowing in or out the chamber and leads to different color intensity from the top view through a microscope. Experimental evaluations on static and dynamic responses by regulated input pressures were conducted. The correlation in static response is 0.97 while the dynamic responses are successfully observed up to 16 Hz. The greatest advantage is that the local pressure can be directly seen without any additional hardware or electricity. The whole sensor is on a single-layer microfluidic design, so that the fabrication is simple, consistent, and low-cost. The single-layer design also provides the convenience of easy integration for existing microfluidic systems. 相似文献