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P. R. May 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):66-70
This is a short historical review showing how researchers in the early part of this century attempted to define and measure artistic ability and establish a relationship between such ability and general intelligence. The definition of artistic ability was a recurring difficulty which has not, indeed, been satisfactorily settled yet, although the inadequacy of some of the criteria put forward earlier in the century can now be clearly seen. Such criteria were often wholly convergent, requiring pupils to conform to pre‐established notions of ‘correctness’ which now seem inappropriate to the subject. 相似文献
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Jerry R. May 《Journal of sports sciences》2013,31(3):337-343
The concepts of having fun and being aware of feeling states are presented as two critical factors in ski racing. First, the positive motivational characteristics of ‘fun’ are outlined. It is suggested that fun is not only a concept for young athletes but elite ones as well. Preliminary data based on a questionnaire, completed by the United States Alpine Ski Team and approximately 150 ski coaches, are presented. Second, the discussion on feelings refers to the mental programming of tactile sensations and determining one's emotional arousal (feeling state) prior to, and during, competition. Practical suggestions are made with regard to the psychological states and their effects on ski racing. 相似文献
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Rachel C. Brandt Morgan Chitiyo Michael E. May 《Journal of Research in Special Educational Needs》2014,14(4):229-238
School‐Wide Positive Behaviour Support (SWPBS) is increasingly becoming a popular approach to managing challenging behaviour in schools. However, several issues still have to be addressed facilitate successful implementation of this approach in schools. One of these issues pertains to the appropriateness of the different measures used to determine the efficacy of the approach. Because many schools are using indirect measures to assess the effects of SWPBS implementation, determining which measures more accurately reflect the effectiveness of the SWPBS components may increase the effectiveness of school measurement systems. The purpose of this study was to examine the measures used in evaluating the efficacy of positive behaviour support. The paper discusses the strengths and weaknesses of outcome measures regarding problem behaviour, prosocial behaviour, and implementation fidelity. 相似文献
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Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students’ ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time. 相似文献
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