Strategies for Validating Teacher Certification Tests     

John P. Poggio  Douglas R. Glasnapp  M. David Miller  Nona Tollefson  Judith A. Burry 《Educational Measurement》1986,5(2):18-25

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Evaluate to Improve Learning: Reflecting on the role of teaching and learning models     

John Milton  Judith Lyons 《高等教育研究与发展》2003,22(3):297-312

Focusing attention on models of teaching and learning during design and development phases can become the key to integrating evaluation in a teaching development project. This article reflects on an experience in planning and conducting an evaluation of a prototype of a new technology-based teaching initiative. The learning experiences designed as part of the prototype were explicitly built on a model of teaching and learning. This had implications for evaluation not recognised in many evaluation manuals. Aligning evaluation to a model of teaching and learning is revealed to be complex in the sense that an initial model needs to be interpreted and extended to include reference to underlying epistemological assumptions. Yet aligning evaluation with an extended model of teaching and learning simplifies and assists the process of evaluation including the choice of methods, analysis of the data and determining improvements. It directly links evaluation to design and development.  相似文献   

The Influence of Student Development Level on Improving Counselor Student Empathy     

Christy Lyons  Richard J. Hazier 《Counselor Education & Supervision》2002,42(2):119-130

This cross‐sectional study explored the influence of student development and year‐in‐program on the improvement of affective/trait‐based empathy and cognitive/skill‐based empathy. Two 2 × 2 analyses of variance between 1st‐ and 2nd‐year counseling students revealed mixed findings on the relationship between cognitive development and empathy levels. Results demonstrated clearly, however, that students' affective and cognitive empathy increased from their 1st to 2nd year in a counseling program.  相似文献   

Baseline Hypothalamic–Pituitary–Adrenal Axis and Parasympathetic Nervous System Activity Interact to Predict Executive Functions in Low‐Income Children     

Stephen H. Braren  Annie Brandes‐Aitken  Rosemarie E. Perry  Kevon Williams  Krystalle Lyons  Sashana Rowe‐Harriott  Clancy Blair 《Mind, Brain, and Education》2021,15(1):61-66

We examined interactions between baseline hypothalamic–pituitary–adrenal (HPA) axis and parasympathetic nervous system (PNS) activity in relation to executive functions (EF) in a sample (n = 1,005) of children in low wealth, nonurban communities at age 48 months. Salivary cortisol and respiratory sinus arrhythmia (RSA) represented baseline HPA axis and PNS activity, respectively. The interaction between RSA and cortisol predicted EF such that children with either lower RSA and lower cortisol, or higher RSA and higher cortisol had higher EF scores. These findings suggest a potential compensatory relation in which the PNS and HPA axis counterbalance each other to support cognition.  相似文献   

Teacher-generated and student-generated variability in teacher effectiveness ratings     

Nona Tollefson  Henry Wigington 《Instructional Science》1986,15(1):109-120

The effects of teacher-generated and student-generated variability on student ratings of instructors were assessed using multiple regression procedures. Student variables included interest in the subject, reason for course enrollment, and educational level. Teacher variables were generated through dummy coding. Five different samples were studied: 24 classes taught by different instructors were divided into three samples of eight classes each, and 10 classes taught by the same five instructors were divided into two samples. Teacher-generated variability explained more of the variance in student ratings than did student-generated variability.  相似文献   

Controversy versus concurrence seeking in multi-grade and single-grade learning groups     

David W. Johnson  Roger Johnson  W. Todd Pierson  Virginia Lyons 《科学教学研究杂志》1985,22(9):835-848

The effects of controversy and concurrence seeking and participation is age-homogeneous and age-heterogeneous cooperative learning groups were compared on achievement, achievement motivation, perspective-taking accuracy, and interpersonal attraction. In addition, the interaction among students within the cooperative learning groups was observed. One-hundred-twelve 4th-, 5th-, and 6th-grade students were assigned to conditions on a stratified random basis controlling for age, sex, reading ability, and homerooms. In all conditions, students studied two controversial issues with materials representing both pro and con views. In the controversy condition each small group was divided into two halves representing the pro and con sides. In the concurrence-seeking condition each small group studied pro and con materials on alternating days and were told to learn the material without arguing or disagreeing with one another. In the multi-age conditions 4th-, 5th, and 6th-graders were placed in the same learning groups, while in the single-age conditions students were placed in small groups with peers of the same age. The results indicate that controversy promoted higher achievement, greater achievement motivation, and more accurate perspective taking than did concurrence seeking. Multi-age learning groups had greater achievement motivation than did the single-age groups.  相似文献   

Using micro-sensor data to quantify macro kinematics of classical cross-country skiing during on-snow training     

Finn Marsland  Colin Mackintosh  Judith Anson  Keith Lyons  Gordon Waddington  Dale W. Chapman 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):435-447

Abstract

Micro-sensors were used to quantify macro kinematics of classical cross-country skiing techniques and measure cycle rates and cycle lengths during on-snow training. Data were collected from seven national level participants skiing at two submaximal intensities while wearing a micro-sensor unit (MinimaxX^?). Algorithms were developed identifying double poling (DP), diagonal striding (DS), kick-double poling (KDP), tucking (Tuck), and turning (Turn). Technique duration (T-time), cycle rates, and cycle counts were compared to video-derived data to assess system accuracy. There was good reliability between micro-sensor and video calculated cycle rates for DP, DS, and KDP, with small mean differences (Mdiff% = ?0.2 ± 3.2, ?1.5 ± 2.2 and ?1.4 ± 6.2) and trivial to small effect sizes (ES = 0.20, 0.30 and 0.13). Very strong correlations were observed for DP, DS, and KDP for T-time (r = 0.87–0.99) and cycle count (r = 0.87–0.99), while mean values were under-reported by the micro-sensor. Incorrect Turn detection was a major factor in technique cycle misclassification. Data presented highlight the potential of automated ski technique classification in cross-country skiing research. With further refinement, this approach will allow many applied questions associated with pacing, fatigue, technique selection and power output during training and competition to be answered.  相似文献   

Book reviews     

Mark Blaug  Neville Postlethwaite  Franklin Parker  Peter A. Bromhead  Walter Schultze  Raymond F. Lyons  Lionel Elvin  Mary Jean Bowman  Eric Ashby  Gilbert de Landsheere  Gustaf ögren 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(3):373-390

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The Effects of Structural Attributes and Demographic Characteristics on Protege Satisfaction in Mentoring Programs     

Brian D. Lyons  Edward S. Oppler 《Journal of Career Development》2004,30(3):215-229

This study examined whether the structural attributes of a formal mentoring program and/or certain demographic characteristics of participants in the program influence protege satisfaction. Proteges, employed in a traditionally male occupation, were sampled from a federal agency's mentoring program. According to policy, the agency attempted to assign proteges to one of three mentors they previously requested. An internally-developed measure, designed to assess protege satisfaction, was distributed after their completion in the program. A total of 565 surveys were received from 1998 to 2000. Results indicated that feedback in the assignment process and the frequency of meetings between the protege and mentor were more important determinants of protege satisfaction than racial and gender differences between proteges and the dyad.  相似文献   

The incidence of severe physical child abuse in Wales     

Sibert JR  Payne EH  Kemp AM  Barber M  Rolfe K  Morgan RJ  Lyons RA  Butler I 《Child abuse & neglect》2002,26(3):267-276

OBJECTIVES: The purposes of this study were: (1) to ascertain the incidence and nature of severe physical child abuse in Wales; (2) to ascertain the incidence of all physical abuse in babies under 1 year of age; and (3) to determine whether child protection registers (CPR) accurately reflect the numbers of children who are physically abused. METHODS: This is a population-based incidence study based in Wales, UK, for 2 years from April 1996 through March 1998. Children studied were under the age of 14 with severe physical abuse consistent with the criminal law level of Grievous Bodily Harm. This included seven categories of injury (death; head injury including subdural hemorrhage; internal abdominal injury; physical injury in Munchausen Syndrome by Proxy including suffocation; fracture; burn or scald; adult bite). Cases were ascertained by a pediatrician surveillance reporting system (WPSU). A criterion for inclusion was multidisciplinary agreement that physical abuse had occurred (at case conference, strategy meeting, or Part 8 Review). The incidence of all babies under 1 year of age with physical abuse was also studied. Ascertainment of babies under the age of 1 year was undertaken from CPR as well as the WPSU. RESULTS: Severe abuse is six times more common in babies [54/100,000/year (95% CI +/- 17.2)] than in children from 1 year to 4 years of age [9.2/100,000 (95% CI +/- 3.6)]. It is 120 times more common than in 5- to 13-year-olds [0.47/100,000 (95% CI +/- 0.47)]. This is mainly because two types of serious abuse (brain injury including subdural hemorrhage and fractures) are more common in babies under the age of 1 year than older children. Using data from two sources (the WPSU and CPRs), the incidence of physical abuse in babies is 114/100,000 (CI 114 +/- 11.8) per year. This equates to 1 baby in 880 being abused in the first year of life. The largely rural Health Authority area in Wales had incidence figures for abuse in babies that were 50% of the three other predominantly urban Health Authority areas. Boys throughout the series were more at risk of being severely abused than girls (p < .025). Only 29% of the babies under 1 year of age on the CPR had actually been injured. Thirty percent of abused babies under the age of 1 year and 73% of severely abused children over the age of 1 year had caused previous concern to health professionals regarding abuse or neglect. Conclusions: Physical abuse is a significant problem in babies under the age of 1 year. Very young babies (under 6 months old) have the highest risk of suffering damage or death as a result of physical abuse. Severe abuse, in particular subdural hematoma and fracture, is much more common in babies than in older children. There is evidence of failure of secondary prevention of child abuse by health professionals, with a greater need to act on concerns regarding abuse and neglect. Interagency child protection work in partnership with parents should focus more on protecting babies under age 1 year from further abuse than on maintenance of the infant within an abusive home. The CPR is not intended as an accurate measure of children suffering abuse. It is a record of children requiring a child protection plan and must not be used as a measure of numbers of abused children.  相似文献