Longitudinal study of preadolescent sport self-concept and performance: reciprocal effects and causal ordering     

Marsh HW  Gerlach E  Trautwein U  Lüdtke O  Brettschneider WD 《Child development》2007,78(6):1640-1656

Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N= 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport performance (performance-based measures and teacher assessments), prior sport self-concept had positive effects on subsequent sport performance in both Grade 4 and Grade 6 and for both boys and girls. Coupled with previous REM studies of adolescents in the academic domain, this first test for preadolescents in the sport domain supports the generalizability of REM predictions over gender, self-concept domain, preadolescent ages, and the transition from primary to secondary school.  相似文献   

The opportunity management program part 2. Origin and definition of the need     

Herbert R. Miller  John C. Wills 《Performance Improvement》1991,30(2):39-44

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From corporations to schools. Educating America: Lessons Learned in the Nation's Corporations. John Wiley & Sons, 1989, ISBN 0-471-60066-0, $22.95, 245 pages,hardcover     

Jack E. Bowsher  Herbert R. Miller 《Performance Improvement》1989,28(8):38-39

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Promoting teacher behaviors that promote student learning     

Greg Clark  Roy Steele  Richard P. Niemiec  Herbert J. Walberg 《Performance Improvement》1992,31(4):22-24

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A multidimensional motivation instrument     

Margaret E. Uguroglu  Diane P. Schiller  Herbert J. Walberg 《Psychology in the schools》1981,18(3):279-285

Individual empirical studies of motivation show little divergent validity of various factors and call for better measures, especially multidimensional instruments. The same conclusions were reached from a meta analysis of 40 motivation studies by Uguroglu and Walberg (1979). After a study of approximately 50 instruments that measured motivation constructs of social, emotional, and physical self-concept; locus of control; and achievement motivation, among others, a 23-anchored-item questionnaire using a five-point scale was developed that included these factors. The instrument was administered in May of the first and second year to 115 students in grades three through eight. The purpose of the research was to operationalize and field test a motivation instrument using multidimensional measures; also to consider whether any change would occur in the correlation of a multidimensional instrument to various achievement measures over unidimensional ones. Results of the study show the correlations of motivation to academic achievement, test-retest reliability, and the predictive validity of a multidimensional instrument.  相似文献   

The Bottom Line for Education and Training     

Melanie F. Sikorski  Richard P. Niemiec  Herbert J. Walberg 《Performance Improvement Quarterly》1989,2(4):42-50

Because business and industry training has become a major economic investment for the companies that support it, training managers are increasingly called upon to demonstrate that their interventions are not only effective but also cost-effective. This article describes a cost-effective methodology. It points out how cost-effectiveness differs from cost-benefit analysis. The technique combines meta-analytic and simple accounting procedures to yield an index of relative cost-effectiveness of training interventions. Using examples from the schools and corporate training, the authors demonstrate how the analysis can be applied to a large variety of training situations.  相似文献   

Comparing preservice,elementary, and junior high teachers' perceptions of school psychologists: Two decades later     

Herbert H. Severson  Marianne Pickett  Deborah J. Hetrick 《Psychology in the schools》1985,22(2):179-186

One hundred eighty-one experienced teachers (elementary and junior high), and 189 preservice teachers were surveyed regarding their perceptions of school psychologists. The survey instrument used essentially the same categories as Styles in 1965, including: (a) level of training, (b) effectiveness, (c) qualifications for tasks, and (d) usefulness in specific duties. Analysis of the survey data showed there were significant differences between preservice and experienced teachers' effectiveness ratings of school psychologists on eight tasks typically performed by school psychologists. Significant differences also were found between preservice and experienced teachers on their ratings of school psychologists' qualifications to undertake specific tasks, although almost half of the experienced teachers were unable to rate the effectiveness of school psychologists. There was a small, but significant, negative relationship between the amount of contact with the school psychologist and the perceived effectiveness. Limitations inherent in survey methodology and the need to foster greater teacher awareness of the school psychologist's role are discussed.  相似文献   

RELIGIOUS EDUCATION AND HUMAN WELFARE     

Herbert Wright Gates  M.A.∗ 《Religious education (Chicago, Ill.)》2013,108(5):307-314

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MARX ON EDUCATION     

Herbert Gintis 《Review of Education, Pedagogy & Cultural Studies》2013,35(5):482-491

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“Hear,hear”     

A. P. Herbert 《Quarterly Journal of Speech》2013,99(3)

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