Free Reading and Reading Freely     

Pauline Davey Zeece 《Early Childhood Education Journal》2002,29(3):185-190

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Bullying by definition: an examination of definitional components of bullying     

Susan Goldsmid  Pauline Howie 《Emotional and Behavioural Difficulties》2013,18(2):210-225

Lack of definitional consensus remains an important unresolved issue within bullying research. This study examined the ability of definitional variables to predict overall level of victimisation (distress, power inequity, and provocation as predictors) and bullying (intention to harm, power inequity, and provocation as predictors) in 246 Australian university students. All variables were measured using the Victimisation and Bullying Inventory (VBI), with behaviour assessed separately for tertiary institution, workplace and home contexts. Regression analysis revealed that, as expected, higher levels of distress predicted higher levels of victimisation (in all contexts) and higher levels of intention to harm predicted higher levels of engagement in bullying (in work and home contexts). Challenging definitional theory, bullying was reported as most commonly occurring between two equals, from both the victim and bully perspective, and individuals who bullied others blamed the victim for provoking the behaviour twice as often as victims felt that they had provoked it.  相似文献   

Uncovering Hidden Collections of Alternative Serials on Microfilm     

Donna L. Davey 《期刊图书馆员》2013,64(3):223-232

Many libraries have significant backlogs of uncataloged microforms. As attention has shifted toward digitized serials in recent years, unique holdings with high research value may be languishing untapped in the older, often overlooked formats of microfilm and microfiche. Libraries that devote resources to surveying and cataloging hidden collections of microforms greatly facilitate discovery of valuable resources for research. The current effort to survey, organize, process, and catalog more than 10,000 reels of microfilm in the Tamiment Library at New York University has vastly improved access to a multitude of uncommon serials that have been used by researchers, both onsite and via interlibrary loan.  相似文献   

Motor Performance of Girls Age 6 to 14 Years     

Ruth B. Glassow  Pauline Kruse 《Research quarterly for exercise and sport》2013,84(3):426-433

Group achievement scores for elementary school girls for the 30-yard run, the standing broad jump and the overarm throw are presented to add to the limited information now available on children in the first three grades (ages 6 through 9 years). Means and standard deviations are reported for grades 1 through 8 and for ages 6 through 14 years. Reliabilities of within-day scores are reported. Correlations of year-to-year scores and of first-grade scores with those of grades 3 through 5 show that individuals tend to remain in the same relative position within the group during the elementary school years. This paper adds to present knowledge of motor performance of elementary school children by reporting observations derived from achievement scores of girls during a five-year period.  相似文献   

In-school and out-of-school physical activity in primary and secondary school children     

Christopher J. Gidlow  Tom Cochrane  Rachel Davey  Hannah Smith 《Journal of sports sciences》2013,31(13):1411-1419

Abstract

The aim of this study was to compare in-school and out-of-school physical activity within a representative sample. Socio-demographic, physical activity, and anthropometric data were collected from a random sample of children (250 boys, 253 girls) aged 3–16 years attending nine primary and two secondary schools. Actigraph GT1M accelerometers, worn for seven days, were used to estimate physical activity levels for in-school (typically 09.00–15.00 h), out-of-school (weekday), and weekend periods. Physical activity as accelerometer counts per minute were lower in school versus out of school overall (in school: 437.2 ± 172.9; out of school: 575.5 ± 202.8; P < 0.001), especially in secondary school pupils (secondary: 321.6 ± 127.5; primary: 579.2 ± 216.3; P < 0.001). Minutes of moderate-to-vigorous physical activity accumulated in school accounted for 29.4 ± 9.8% of total weekly moderate-to-vigorous physical activity overall but varied by sector (preschool: 37.4 ± 6.2%; primary: 33.6 ± 8.1%; secondary: 23.0 ± 9.3%; F = 114.3, P < 0.001). Approximately half of the children with the lowest in-school activity compensated out of school during the week (47.4%) and about one-third at the weekend (30.0%). Overall, physical activity during the school day appears to be lower than that out of school, especially in secondary school children, who accumulate a lower proportion of their total weekly moderate-to-vigorous physical activity at school than younger children. As low in-school activity was compensated for beyond the school setting by less than half of children, promoting physical activity within the school day is important, especially in secondary schools.  相似文献   

Conceptualising and measuring student engagement through the Australasian Survey of Student Engagement (AUSSE): a critique     

Pauline Hagel  Rodney Carr  Marcia Devlin 《Assessment & Evaluation in Higher Education》2012,37(4):475-486

Student engagement has rapidly developed a central place in the quality agenda of Australian universities since the introduction of the Australasian Survey of Student Engagement (AUSSE). The AUSSE is based on one developed in the USA. The main arguments given for adopting this survey in Australia are that it provides a valid instrument for measuring engagement and that it enables international comparisons. However, the survey instrument and scales have been adopted with little scrutiny of these arguments. This paper examines these arguments by considering different perspectives of engagement, examining the importance of contextual differences and evaluating the AUSSE engagement scales in the light of both. The paper concludes that the AUSSE results should be used by universities and policy‐makers with caution.  相似文献   

Factors Affecting the Difficulty of Reading Comprehension Items for Successful and Unsuccessful Readers     

Beth Davey 《Journal of Experimental Education》2013,81(2):67-76

This study assessed the contributions of various test features (passage variables, question types, and format variables) to reading comprehension performance for successful and unsuccessful readers. Items from a typical standardized reading comprehension test were analyzed according to 20 predictor test features. A three-stage conditional regression approach assessed the predictability of these features on item-difficulty scores for the two reader groups. Two features, location of response information and stem length, accounted for a significant amount of explained variance for both groups. Possible explanatory hypotheses are considered and implications are drawn for improved test design as well as for further research concerning interactions between assessment task features and reader performance.  相似文献   

Competency-based training and beyond: action research and reflective practice in vocational education and training     

Pauline James  Dianne Mulcahy 《Educational Action Research》2013,21(3):515-532

This article [1] analyses data from a national research project evaluating the contribution of competency-based training (CBT) to outcomes in vocational education and training (VET) in Australia. In the light of this analysis, it is argued that practitioners have an important and developing role as practitioner-researchers in industry settings, engaging in reflective practice and, indeed, in forms of action research. Moreover, it is argued that CBT provides opportunities for practitioners to develop and incorporate different models of education and training, often alongside the ‘standard’ CBT model for the benefit of trainees and the enterprises in which they work. Some implications for VET policy, practice and practitioner education are explored.  相似文献   

Childhood obesity: psychosocial outcomes and the role of weight bias and stigma     

Pauline V. Bromfield 《Educational Psychology in Practice》2009,25(3):193-209

Research, policy and media discourses highlight negative physical and non‐physical outcomes for overweight/obese children and adolescents compared with their non‐overweight/obese peers. The research findings that have positioned this “vulnerable” group are reviewed with particular reference to the desired outcomes of the Every Child Matters agenda. The mediating role of weight bias and stigma is also explored. The relevance of these issues with regard to educational psychology service delivery priorities is also considered. A key question is how educational psychologists position themselves in relation to challenging some of the discourses alongside providing support for children, families, schools, and other service providers for whom the phenomenon of childhood obesity is a concern.  相似文献   

A journey towards sustainable feedback     

Allyson Mutch  Charlotte Young  Tamzyn Davey  Lisa Fitzgerald 《Assessment & Evaluation in Higher Education》2018,43(2):248-259

Meeting students’ expectations associated with the provision of feedback is a perennial challenge for tertiary education. Efforts to provide comprehensive, timely feedback within our own first year undergraduate public health courses have not always met students’ expectations. In response, we sought to develop peer feedback activities to support the development of ‘self-evaluative strategies’ that would acknowledge the centrality of students in the feedback process. We describe these activities, their staged development and the qualitative and quantitative data gathered from students and the teaching teams to evaluate this. Our first steps towards embedding peer feedback with first year students indicated they are willing to engage in the process and appreciated the opportunity to provide and receive feedback, but the quality and extent of the peer feedback was largely superficial. Students’ reflections on the feedback received were also shallow. Supporting students to develop self-evaluative skills cannot be achieved in the short term, but must be embedded in courses and consistently reinforced, with greater emphasis placed on the development of a dialogue around feedback that connects students with peers and educators.  相似文献