Influence of team identification,game outcome,and game process on sport consumers’ happiness     

Wonseok Jang  Daniel L. Wann  Yong Jae Ko 《Sport Management Review》2018,21(1):63-71

The purpose of the study is to examine the relative effects of game process (i.e., boring versus exciting) and outcome (i.e., losing versus winning) on sport consumers’ happiness depending on their level of team identification. The authors investigated how sport consumers’ levels of happiness are different after recalling (Study 1) and imagining (Study 2) a game when the positivity of the game process and the outcome contradict each other. Results indicate that sport consumers with high team identification exhibited greater degrees of happiness after recalling and imagining a boring win game compared to an exciting loss game. Meanwhile, sport consumers with low team identification exhibited similar degrees of happiness between a boring win game and an exciting loss game.  相似文献   

Children’s rough and tumble play: perspectives of teachers in northern Canadian Indigenous communities     

Shelley Stagg Peterson  Audrey Madsen  Jayson San Miguel  Soon Young Jang 《Early Years: An International Journal of Research and Development》2018,38(1):53-67

Ten teachers in kindergarten and grade one classrooms in remote northern Canadian Ojibway communities, and two consultants from a First Nations Student Success Program participated in focus group discussions about the place of rough and tumble and superhero play, and teachers’ roles in preventing relational and physically aggressive play in school. This paper reports on issues related to sociocultural influences on perceptions of play involving objects to which Indigenous children assign implicit roles as guns, and teachers’ concerns about external perceptions of teachers’ roles vis-à-vis rough and tumble play in school. Implications for teacher practice and for teacher education include establishing boundaries and negotiating rules and consequences with students, and teaching problem-solving approaches. Teachers’ expressed need for exposure to research on rough and tumble play in teacher education and professional development initiatives is consistent with the findings of previous research. This study provides perspectives from teachers in a non-mainstream teaching context on a controversial topic with mixed views coming from researchers and media reports.  相似文献   

Viewing the reconstruction of primary schooling in Southern Sudan through education data, 2006–2009     

HyeJin Kim  Kurt D. Moses  Bosun Jang  Annababette Wils 《Prospects》2011,41(2):283-300

After one of the longest wars in the history of Africa, Southern Sudan accomplished one of the world’s quickest education reconstruction programmes. Once the Comprehensive Peace Agreement (CPA) was signed in 2005, the international donor community and the government and people of Southern Sudan united under a common goal: to increase access to education for both children and adults. Southern Sudan’s experience leads to three lessons. First, countries entering a post-conflict situation should anticipate and plan for the possibility of a large and rapid influx of new students immediately after hostilities end. Second, after a prolonged conflict, an alternative education system is critical to allow children, and the young adults who were previously deprived of education, the opportunity to acquire the skills they need to earn a living. Finally, donors must respond rapidly, demonstrate considerable flexibility, forgo extensive planning and documentation before acting, and be willing to make a multi-year commitment.  相似文献   

Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study   总被引：2，自引：0，他引：2  

Soonhye Park  Jeong-Yoon Jang  Ying-Chih Chen  Jinhong Jung 《Research in Science Education》2011,41(2):245-260

This study tested a hypothesis that focused on whether or not teachers’ pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher’s PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score (r = .831, p < .01) and sub-component scores (ranging from r = .616 to .805, p < .01). Implications for science teacher education and future research are discussed.  相似文献   

Pathways in Learning to Teach Elementary Science: Navigating Contexts,Roles, Affordances and Constraints     

Deborah C. Smith  Shinho Jang 《Journal of Science Teacher Education》2011,22(8):745-768

This case study of a fifth-year elementary intern’s pathway in learning to teach science focused on her science methods course, placement science teaching, and reflections as a first-year teacher. We studied the sociocultural contexts within which the intern learned, their affordances and constraints, and participants’ perspectives on their roles and responsibilities, and her learning. Semi-structured interviews were conducted with all participants. Audiotapes of the science methods class, videotapes of her science teaching, and field notes were collected. Data were transcribed and searched for affordances or constraints within contexts, perspectives on roles and responsibilities, and how views of her progress changed. Findings show the intern’s substantial progress, the ways in which affordances sometimes became constraints, and participants’ sometimes contradictory perspectives.  相似文献   

Supporting High School Student Accomplishment of Biology Content Using Interactive Computer-Based Curricular Case Studies     

Oliver  Joseph Steve  Hodges  Georgia W.  Moore  James N.  Cohen  Allan  Jang  Yoonsun  Brown  Scott A.  Kwon  Kyung A.  Jeong  Sophia  Raven  Sara P.  Jurkiewicz  Melissa  Robertson  Tom P. 《Research in Science Education》2019,49(6):1783-1808

Research in Science Education - Research into the efficacy of modules featuring dynamic visualizations, case studies, and interactive learning environments is reported here. This quasi-experimental...  相似文献   

The Relationship between Metacognitive Ability and Metacognitive Accuracy     

Jang  Yoonhee  Lee  Heungchul  Kim  Youngjun  Min  Kyongcheon 《Metacognition and Learning》2020,15(3):411-434

Metacognition and Learning - Judgments of learning (JOLs), as one type of metacognitive judgments, are assessments that people make about how well they have learned material. The effective use of...  相似文献   

The Unfolding of Student Adjustment During the First Semester of College     

Bowman  Nicholas A.  Jarratt  Lindsay  Jang  Nayoung  Bono  Timothy J. 《Research in higher education》2019,60(3):273-292

Research in Higher Education - College sense of belonging and well-being constitute critical components of college student adjustment and success. Previous studies have generally measured these...  相似文献   

三篇《〈浸铜要略〉序》的剖析     

江巧珍 《黄山学院学报》2004,6(5):38-41

在古代徽州谱牒中找到失传的宋代胆水浸铜的专著《浸铜要略》的序言和后序,论证了《浸铜要略》的作者、成书过程、推广应用和失传的原因,为张氏几代人的勇于探索、认真实验、给中国古代科学技术做出的贡献留下了宝贵的资料.  相似文献   

Pedagogy and Foreignness     

Soo Bin Jang 《Multicultural Perspectives》2018,20(2):117-121

Based on my reflections on “being a foreigner,” I explore the boundaries of citizenship education in this essay. I use my foreign identity to articulate how social justice education can perpetuate closed-mindedness in classrooms by moving too quickly to student activism. I situate my experiences and reflections on being a foreigner within previous conversations about notions of certainty and indoctrination in the field of education philosophy, and I make an argument to create a safe intellectual space for my students. Creating such space is not neglecting moral responsibility or perpetuating privilege but actually navigating through the binary between “us” and “them.”  相似文献