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Ronald E. Smith Frank L. Smoll Earl Hunt 《Research quarterly for exercise and sport》2013,84(2):401-407
Abstract A behavioral assessment system for coding and analyzing the behaviors of athletic coaches in naturalistic settings is described. The Coaching Behavior Assessment System (CBAS) consists of 12 behavioral categories derived from content analyses of coaching behaviors during practices and games. The manner in which coders are trained and the CBAS used in field settings is described, and the results of several reliability studies are reported. These studies indicate that high scorer accuracy and interrater reliability can be attained. The potential use of the CBAS to extend the study of interpersonal behavior into the realm of sport psychology is also discussed. 相似文献
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Earl Martin Phalen 《Peabody Journal of Education》2013,88(4):474-487
A passion to ensure the educational and life success of all children, particularly young African American men, has propelled my work for all of my professional life. Although following one's passion can make for a fulfilling life, passion is not enough to create a successful and sustainable nonprofit organization. Like many leaders in the field, my passion is serving children, and so the skills needed to effectively grow and lead an organization came second. In the over two decades I've been in this industry I've learned a few key lessons along the way that have helped the organizations I have founded get to the place we are today. But throughout the ups and downs the stories of our scholars’ success have always sustained us. 相似文献
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This study explores the use of video vignettes as a tool for the professional development of teachers. It is postulated that teachers' professional frames prime them to view vignettes through multiple “lenses,” and that teachers may not recognize exemplary practice when presented with it. Think-aloud and interview data are collected as 11 pre-service and 11 experienced teachers observe exemplary astronomy teaching video vignettes. Quantitative analyses suggest that teachers rarely recognized the exemplary qualities of practice presented to them. Furthermore, teaching experience significantly influences the type of lens through which a teacher will observe exemplary practice vignettes. There is also some evidence to suggest that priming teachers with instructions may be helpful. Implications for the design of video on the Web are discussed. 相似文献
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