An Examination and Validation of an Adapted Youth Experience Scale for University Sport     

Scott Rathwell  Bradley W. Young 《Measurement in physical education and exercise science》2016,20(4):208-219

Limited tools assess positive development through university sport. Such a tool was validated in this investigation using two independent samples of Canadian university athletes. In Study 1, 605 athletes completed 99 survey items drawn from the Youth Experience Scale (YES 2.0), and separate a priori measurement models were evaluated (i.e., 99 items, YES 2.0, YES for Sport [YES-S]). Confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM) results indicated issues with model fit. Post-hoc modifications improved fit, resulting in a 46-item, 9-factor model with five positive and four negative dimensions. In Study 2, 511 athletes completed the same items. The resultant model was confirmed using both CFA (comparative fit index [CFI] = .911, standardized root mean square residual [SRMR] = .056, root mean square error of approximation [RMSEA] = .040) and ESEM (CFI = .956, SRMR = .023, RMSEA = .034). The resultant University Sport Experience Survey provides a reliable and factorially valid instrument for measuring development in university sport.  相似文献   

Carbohydrate mouth rinse and caffeine improves high-intensity interval running capacity when carbohydrate restricted     

Andreas M. Kasper  Scott Cocking  Molly Cockayne  Marcus Barnard  Jake Tench  Liam Parker 《European Journal of Sport Science》2016,16(5):560-568

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Educational leadership,management and administration in Africa: an analysis of contemporary literature     

Gladys Nyanchama Asuga  Jill Scevak  Scott Eacott 《School Leadership & Management》2016,36(4):381-400

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Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1994,21(2):i-iv

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Level Playing Field? Feminist Observations on Global/local Articulations of the Re-Gendering and Restructuring of Educational Work     

Jill Blackmore 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(5-6):439-461

In the world of educational work since the mid 1980s there has been much talk of restructuring. This reflects postmodern thinking, which favours decentralizing decisions to those at the work face, and encouraging multi-skilled and flexible workers. This article presents a feminist analysis of how such policies are reflected at the local level in four instances: Australia, Sweden, New Zealand and Israel. These examples indicate that management practices tend to be more modernist (hierarchical, controlling and centralizing) than postmodernist, and often have highly inequitable effects for women teachers. The article asserts that gender inequities in educational work have assumed a different form but have not been eliminated. However, the author argues that such global tendencies need to be considered in the light of specific cultural, economic and geographical factors, which affect how work is structured and how education is shaped.  相似文献   

The first Gordon research conference on science education: The case for intersecting orbitals     

David W. Scott 《Journal of Science Education and Technology》1992,1(4):289-293

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Linking Community,Industry and Tertiary Education Community‐based Student Units in Social Work Education     

Jill Volard  Wendy Weeks 《高等教育研究与发展》1991,10(2):133-149

Professional social work education in Australia requires students to undertake supervised and assessed field practice in addition to theoretical classroom‐based education. Field education placements take place in a wide range of social and community service organisations ‐ often partly funded by these organisations. However, in a climate of economic restraint and cutback, the social and community services sector increasingly looks to education for resources for field education. One solution is the development of student units, especially designed to offer practice‐based experience for students. This paper is motivated by the high value Phillip Institute of Technology places on student units in field education. It addresses the question, “What are student units?”, presents a tentative categorisation of types of social work student units and concludes with a possible framework for evaluation.  相似文献   

Preparing for re-entry; A program for the sojourning student     

Marvin J. Westwood  W. Scott Lawrence  David Paul 《International journal for the advancement of counseling》1986,9(3):221-230

A visitor to a new country is assaulted by many changes, both environmental and cultural. Expecting things to be different the visitor is shocked by what he/she finds, thus the term culture shock. A second shock, possibly more traumatic, awaits the international sojourner upon his or her arrival home. The experiences of the returnee typically do not match his or her expectations. Frequently, the individual returning home is not anticipating adjustment difficulties. Compounding the problem is the fact that re-entry has not been widely recognized or researched and thus, little has been done to help individuals to prepare for it.Focusing on international students, who by definition return home, this paper refers to a wide range of social, cultural, political, educational and professional difficulties. The many variables which determine the extent of re-entry shock are identified and discussed. A group program is suggested as one strategy for assisting those about to return home. The results of a pilot study of such a program illustrate how it can be a powerful force to minimize the disorientation and shock of re-entry.This paper serves as a challenge to all those who are responsible or work with international students. Re-entry preparation is also a prerequisite if individuals, institutions, corporations, home countries and host countries are to maximize the benefits and minimize the problems of studying or working abroad.  相似文献   

Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology?     

Scott L. Graves JR.  Lynda Brown Wright 《Psychology in the schools》2007,44(8):865-872

The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007.  相似文献   

Exploring Division-I Student-Athletes’ Memorable Messages From Their Anticipatory Socialization     

Gregory A. Cranmer  Scott A. Myers 《Communication quarterly》2017,65(2):125-143

This study explored the socialization of 118 Division-I student-athletes via the topics of memorable messages that they received prior to their arrival on campus. Ten topics were identified (i.e., desirable attitudes, hard work, physical skill or ability, opportunities, pride, inclusion, challenges, athletes as symbols, the importance of education, and the duration of college athletics) using first cycle coding and were subsequently categorized as either addressing the characteristics or experiences of collegiate student-athletes using second cycle coding. These findings continue to demonstrate that characteristics and experiences associated with roles are prevalent within athletes’ memorable messages but also highlight the inherent ambiguity and the contradictions regarding how to use these messages and balance the dual roles of being a student-athlete. This study provides a novel communicative lens for understanding athlete socialization but underscores the need to recognize receivers’ processing and application of memorable messages.  相似文献