Centrality of enactive experiences,framing, and motivation to student teachers’ emerging professional identity     

Fanni Liu Coward  Doug Hamman  Leah Johnson  Matthew Lambert  John Indiatsi  Li Zhou 《Teaching Education》2013,24(2):196-221

Professional identity has emerged as a common theme in teacher development research, and the student-teaching practicum is often identified as foundational to identity development. In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, we used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers (n = 14). Our findings are organized around a model that highlights the phenomenon of “negotiating who I am as a teacher,” which helps us describe differences between student teachers who changed identity vs. those that did not, and psychological and contextual reasons for renegotiation of identity. Discussion focuses on comparisons with previous models and possible implications for teacher education.  相似文献   

Efficacy of using non-linear pedagogy to support attacking players’ individual learning objectives in elite-youth football: A randomised cross-over trial     

Simon J. Roberts  James R. Rudd  Matthew J. Reeves 《Journal of sports sciences》2020,38(11-12):1454-1464

ABSTRACT

The present study examined the efficacy of a coaching curriculum, based on non-linear pedagogy, on improving attacking players’ individual learning objectives (ILOs) in elite-youth football. Participants included 22 attacking players (i.e., centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (non-linear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e., strong foot finishing, weak foot finishing, 1-v-1 and decision-making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 (P< 0.02) and decision-making (P< 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support non-linear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency.  相似文献   

Sensemaking and crisis revisited: the failure of sensemaking during the Flint water crisis     

William D. Nowling  Matthew W. Seeger 《Journal of Applied Communication Research》2020,48(2):270-289

ABSTRACT

This study operationalized Weick’s [(1988). Enacted sensemaking in crisis situations. Journal of Management Studies 25(4), 305–317 and (1993). The collapse of sensemaking in organizations: The Mann Gulch disaster. Administrative Science Quarterly, 38, 628–652] theory of enacted sensemaking to examine the communication processes associated with the Flint Water Crisis of 2014–2015. A content analysis of 389 emails and attachments from a total population of N?=?37,376 pages of publicly released e-mails and documents pertaining to Flint’s water issues, identified examples of failed sensemaking by government officials. These failures hastened and intensified a growing crisis of lead contamination and an outbreak of Legionnaires disease associated with Flint’s municipal water system. Analysis of email messages suggests that strong commitments by top leaders and limited capacity were important factors as were efforts to create and maintain consensus among officials. The Flint Water Crisis offers an important application of sensemaking theory and its utility for both organizational and risk communication scholars and for practical application. The authors emphasize the importance of questioning previous assumptions and commitments, insuring that communication practitioners are involved in decisions, and avoiding over reliance on image repair as a strategic response.  相似文献   

Reliably Assessing Growth with Longitudinal Diagnostic Classification Models     

Matthew J. Madison 《Educational Measurement》2019,38(2):68-78

Recent advances have enabled diagnostic classification models (DCMs) to accommodate longitudinal data. These longitudinal DCMs were developed to study how examinees change, or transition, between different attribute mastery statuses over time. This study examines using longitudinal DCMs as an approach to assessing growth and serves three purposes: (1) to define and evaluate two reliability measures to be used in the application of longitudinal DCMs; (2) through simulation, demonstrate that longitudinal DCM growth estimates have increased reliability compared to longitudinal item response theory models; and (3) through an empirical analysis, illustrate the practical and interpretive benefits of longitudinal DCMs. A discussion describes how longitudinal DCMs can be used as practical and reliable psychometric models when categorical and criterion‐referenced interpretations of growth are desired.  相似文献   

Cut points of the Actigraph GT9X for moderate and vigorous intensity physical activity at four different wear locations     

Matthew B. Rhudy  Scott B. Dreisbach  Matthew D. Moran  Marissa J. Ruggiero  Praveen Veerabhadrappa 《Journal of sports sciences》2020,38(5):503-510

ABSTRACT

Accelerometer cut points are an important consideration for distinguishing the intensity of activity into categories such as moderate and vigorous. It is well-established in the literature that these cut points depend on a variety of factors, including age group, device, and wear location. The Actigraph GT9X is a newer model accelerometer that is used for physical activity research, but existing cut points for this device are limited since it is a newer device. Furthermore, there is not existing data on cut points for the GT9X at the ankle or foot locations, which offers some potential benefit for activities that do not involve arm and/or core motion. A total of N = 44 adults completed a four-stage treadmill protocol while wearing Actigraph GT9X sensors at four different locations: foot, ankle, wrist, and hip. Metabolic Equivalent of Task (MET) levels assessed by indirect calorimetry along with Receiver Operating Characteristic (ROC) curves were used to establish cut points for moderate and vigorous intensity for each wear location of the GT9X. Area under the ROC curves indicated high discrimination accuracy for each case.  相似文献   

Learner self-efficacy,goal orientation,and academic achievement: exploring mediating and moderating relationships     

Toni Honicke  Matthew Fuller-Tyszkiewicz 《高等教育研究与发展》2020,39(4):689-703

ABSTRACT

Within the context of Pintrich’s self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17–62 (M?=?23.28, SD?=?7.22) and 69 males, aged 18–47 (M?=?22.5, SD?=?6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students.  相似文献   

An Introduction to the Blockchain and Its Implications for Libraries and Medicine     

Matthew B. Hoy 《Medical reference services quarterly》2017,36(3):273-279

The blockchain is a relatively new technology used to verify and store transaction records for online cryptocurrencies like Bitcoin. The system is redundant and distributed, making it difficult for transactions to be rescinded, duplicated, or faked. Beyond online currencies, the blockchain has potential uses in health care, education, and many other fields. This column will briefly describe what the blockchain is and how it is being used, potential future uses that may be of interest to librarians and medical practitioners, and some of the problems with the system.  相似文献   

The effects of informational complexity and working memory on problem-solving efficiency     

Bobby Hoffman  Matthew T. McCrudden  Gregory Schraw  Kendall Hartley 《Asia Pacific Education Review》2008,9(4):464-474

This study investigated the influence of informational complexity and working memory capacity on problem-solving efficiency. We examined two predictions of thesituational efficiency hypothesis, which states that the efficiency of problem solving varies as a function of situational constraints. One prediction is that informational complexity affects problem-solving efficiency. A second prediction is that working memory capacity affects problem-solving efficiency. Students completed a working memory task and solved abstract and concrete syllogisms. Participants solved abstract syllogisms more accurately than concrete syllogisms and spent more time solving abstract syllogisms. Thus participants demonstrated greater problem-solving efficiency when solving concrete syllogisms. Results indicate that there is a trade-off between problem-solving accuracy and problem-solving time when information differs with respect to informational complexity, a phenomenon we refer to as theefficiency paradox. Working memory capacity did not affect accuracy or efficiency. The results support the conclusion that problem-solving efficiency is situational and a function of the complexity of information. Educational implications and directions for future research are suggested.  相似文献   

I. INTRODUCTION     

Audun Dahl  Matthew Gingo  Kevin Uttich  Elliot Turiel 《Monographs of the Society for Research in Child Development》2018,83(3):7-30

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Captain America, Tuskegee, Belmont, and Righteous Guinea Pigs: Considering Scientific Ethics through Official and Subaltern Perspectives     

Matthew Weinstein 《Science & Education》2008,17(8-9):961-975

With an eye towards a potential scientific ethics curriculum, this paper examines four contrasting discourses regarding the ethics of using human subjects in science. The first two represent official statements regarding ethics. These include the U.S.’s National Science Education Standards, that identify ethics with a professional code, and the Belmont Report, that conceptualizes ethics in three principles to guide research oversight boards. Contrasting this view of ethics as decorum and practice in line with a priori principles is the conception of ethics from unofficial sources representing populations who have been human subjects. The first counter-discourse examined comes from Guinea Pig Zero, an underground magazine for professional human subjects. Here ethics emerges as a question of politics over principle. The good behavior of the doctors and researchers is an effect of the politics and agency of the communities that supply science with subjects. The second counter-discourse is a comic book called Truth, which tells the story of Black soldiers who were used as guinea pigs in World War II. Ethics is both more political and more uncertain in this narrative. Science is portrayed as complicit with the racism of NAZI Germany; at the same time, and in contrast to the professional guinea pigs, neither agency nor politics are presented as effective tools for forcing the ethical conduct of the scientific establishment. The conclusion examines the value of presenting all of these views of scientific ethics in science education.  相似文献