Open feedback in gymnastic judging causes conformity bias based on informational influencing     

Boen F  van Hoye K  Auweele YV  Feys J  Smits T 《Journal of sports sciences》2008,26(6):621-628

The aims of this study were twofold: (1) to determine whether open feedback (i.e. the ability to hear or see the scores of colleague judges after each performance) would lead judges in gymnastics to conform with their colleagues, and (2) to identify the underlying process on which this conformity is based. Twenty-three certified Flemish judges in women's gymnastics were randomly divided into panels of a maximum of five judges. These panels had to rate the same 30 videotaped individual vaults: 15 in phase 1 and 15 in phase 2. Two independent variables were orthogonally manipulated: feedback (or no feedback) during phase 1 and feedback (or no feedback) during phase 2. The results of phase 1 revealed that the variation between the judges' scores was less within panels that had received feedback than within panels that had not received feedback. We therefore conclude that the availability of feedback elicits conformity among gymnastic judges. The results of phase 2 indicated that this conformity continued even when feedback was no longer provided, suggesting that the observed conformity was based on informational influencing (i.e. because of uncertainty about the correct responses) and not on normative influencing (i.e. out of fear of standing out in the group).  相似文献   

Heart rates of high school physical education students during team sports, individual sports, and fitness activities     

Laurson KR  Brown DD  Cullen RW  Dennis KK 《Research quarterly for exercise and sport》2008,79(1):85-91

This study examined how activity type influenced heart rates and time spent in target heart rate zones of high school students participating in physical education classes. Significantly higher average heart rates existed for fitness (142 +/- 24 beats per minute [bpm]) compared to team (118 +/- 24 bpm) or individual (114 +/- 18) activities. Similar results occurred for the percentage of activity time spent within a target heart rate zone (fitness 81.7 +/- 15.9%, individual 68.4 +/- 30.5%, and team 60.6 +/- 30.5%). Boys attained higher heart rates during team activities, while female students had higher rates during individual activities indicating male and female adolescents respond differently to activity types. The highest mean heart rates were observed during fitness activities.  相似文献   

The dozing revolution wakes up. Keynote address NSPI national conference,April 6, 1988     

Karen Brethower 《Performance Improvement》1988,27(5):1-5

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Teacher as token dispenser: Effect of an observer     

Howard E. Sattler  Karen F. Swoope 《Psychology in the schools》1976,13(1):97-100

Data were collected on rate per minute of administering token reinforcement for one male and six female teachers enrolled in a behavior modification course. Data were obtained from record cards maintained by pupils for tokens received during an observer-present condition and for an observer-absent condition. Comparison of reinforcement rates for observer-present vs. absent indicated significantly higher rates of token delivery (p <.025) in the observer-present condition. The observer effect has important implications for those programs in which assessment procedures introduce an observer into the classroom to collect data on changes in teacher behavior.  相似文献   

The Interplay of Psychology and Mathematics Education: From the Attraction of Psychology to the Discovery of the Social     

Karen François  Kathleen Coessens  Jean Paul Van Bendegem 《Journal of Philosophy of Education》2012,46(3):370-385

It is a rather safe statement to claim that the social dimensions of the scientific process are accepted in a fair share of studies in the philosophy of science. It is a somewhat safe statement to claim that the social dimensions are now seen as an essential element in the understanding of what human cognition is and how it functions. But it would be a rather unsafe statement to claim that the social is fully accepted in the philosophy of mathematics. And we are not quite sure what kind of statement it is to claim that the social dimensions in theories of mathematics education are becoming more prominent, compared to the psychological dimensions. In our contribution we will focus, after a brief presentation of the above claims, on this particular domain to understand the successes and failures of the development of theories of mathematics education that focus on the social and not primarily on the psychological.  相似文献   

Editorial     

Karen A. Longman 《Christian Higher Education》2016,15(5):249-251

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Managing Reform: Lessons from Urban High Schools     

Karen Seashore Louis  Matthew B. Miles 《School Effectiveness & School Improvement》2013,24(2):75-96

ABSTRACT

American high schools present an extremely difficult, nearly intractable setting for serious educational reform efforts. Yet such efforts can succeed. This article reports results from a survey of 179 urban comprehensive high schools that were successfully implementing change programs based on effective schools principles.

All schools encountered problems of implementation. Larger‐scale, instructionally‐oriented, and longer‐lasting programs induced more problems. Problems were only moderated, not eliminated, by good‐quality planning.

Given the problem‐richness of change efforts, the major determinant of successful implementation was good problem‐coping. It was made more likely by the presence of consensus (shared vision), support of key stakeholders in and out of the school, planning quality, external assistance, and administrative time spent. Case studies showed that the presence of an empowered change management group aided all these critical factors.

Schools with the most impact (defined as student outcomes, teacher improvement, and organizational improvement) had focused on teacher or organizational changes to begin with, coped with the inevitable problems well, had internal and external constituencies supporting the change effort, and sustained the work for a longer period of time (typically 4‐5 years).

The key variables appear to form a coherent causal network. Implications for change management are drawn.  相似文献   

Misconceptions about traumatic brain injury among students preparing to be special education professionals     

Karen Hux  Erin Bush  Kelli Evans  Gina Simanek 《Support for Learning》2013,28(3):109-114

The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury (TBI) while preparing undergraduate and graduate students for special education (SpEd) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final semesters before obtaining degrees. Each completed an 18‐item true/false survey about TBI and the associated recovery process. Results were compared with survey responses from 318 lay public respondents who participated in a previous study. Two major findings emerged: (a) no significant differences existed in misconception endorsement between SpEd students completing Bachelor's versus Master's degrees; and (b) graduating students in SpEd teacher preparation programmes endorsed similar misconceptions as lay public respondents; hence, these programmes do not appear effective in dispelling common TBI misconceptions. Improving academic preparation for special educators regarding TBI is imperative for effectively identifying, assessing and serving student survivors.  相似文献   

The last word     

Karen Williams 《Roeper Review》2013,35(2)

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The (1n)Visibility of DisAbility: Cultural Contexts and “Sporting Bodies”     

Karen P. DePauw 《Quest (Human Kinetics)》2013,65(4):416-430

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