Looking (and listening) outside classrooms: implications for pre‐service teacher education in the United States of America     

Wesley O. Petersen 《Journal of educational administration and history》2001,33(1):58-69

It has come to the attention of the Editor that the article ‘Problematic nature of school purposes: implications for pre‐service teacher training programmes’ in volume 29, issue 2, in 1997 inadvertently contained substantial unacknowledged material belonging to Dr Petersen. The Editor would like to apologise for any inconvenience caused to Dr Petersen. The article published below is based upon Dr Petersen's paper originally submitted by him at the 74th Annual Meeting of the Association of Teacher Educators, Atlanta, Georgia, in February 1994.  相似文献   

Inland Water Quality Assessment - A Joint European Masters Programme     

K.-O. Waara  A. Petersen  T. Lanaras  V. Paulauskas  S. Kleiven  G. Crosa  O.-P. Penttinen  A. Quesada  N. Kovats  S. Galinou-Mitsoudi  M. Lapinska  A. Newton  M. Balode  F. Hindak  B. Marsalek 《Journal of Science Education and Technology》2006,15(5-6):409-415

At present, there is a European shortage of personnel qualified to adequately address the comprehensive scientific and regulatory requirements of the Water Framework Directive (WFD). The joint Masters programme described in this paper will provide students with the requisite expert knowledge and skills to progress the implementation of the WFD. Its development was financially supported by the European Commission because of its specific goal of producing qualified personnel in relation to the implementation of the WFD. Since its proposed structure acknowledges the educational intent of the Bologna Accord, it thereby provides a useful template for structuring a Masters degree-level programme in accordance with Bologna principles.  相似文献   

Length effects in pseudo-word spelling: stronger in dyslexic than in non-dyslexic students     

Holger Juul  Dorthe Klint Petersen 《Annals of dyslexia》2017,67(3):369-382

It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We compared dyslexic and non-dyslexic students from grades 3, 5, 7, and 9 and examined whether effects of item length were stronger in the dyslexic groups. Mixed between-within subjects analyses of variance revealed significant interactions between dyslexia status and item length as the dyslexics at all grade levels were more affected by item length than their non-dyslexic peers. A marked developmental delay was apparent as the dyslexic group from grade 9 performed on approximately the same level as the non-dyslexic group from grade 3. Although the overall difference between these two groups was not significant, a significant interaction between dyslexia status and item length remained because the grade 9 dyslexics were more affected by item length than the younger non-dyslexic students. This difference in error profiles suggests a difference in the developmental patterns of dyslexic vs. non-dyslexic students.  相似文献   

Introduction to the Special Section of Child Development on Positive Youth Development in Diverse and Global Contexts          下载免费PDF全文

Patrick J. Leman  Emilie P. Smith  Anne C. Petersen  SRCD Ethnic–Racial Issues  International Committees 《Child development》2017,88(4):1039-1044

Positive youth development (PYD) research seeks to understand and promote positive aspects of development in young people. In this the special section, focused upon youth from diverse racial–ethnic backgrounds around the globe, we describe the origins and development of the field, identify key and emerging themes, and present the challenges for work in the area in the years ahead. Central to these are elements that are inherent in many of the articles that constitute the section: These include a need to articulate more clearly the role of social and cultural context in positive development, a need to refine the measures and methods used for collecting data, the significance of social identities, and engagement with other fields of study and with policymakers.  相似文献   

Adjustment to university and academic performance: brief report of a follow‐up study     

Il‐haam Petersen  Kitty Dumont  Nomxolisi Malope 《教育心理学》2010,30(4):369-375

This study presents data that extend an earlier analysis of predictors of academic performance from one to three years. None of the adjustment and other psychosocial variables (help‐seeking, academic motivation, self‐esteem, perceived stress and perceived academic overload) could predict success at university at the end of three years of study. The only significant predictor was academic performance at the end of the first year of study.  相似文献   

German Public Opinion on the Iraq Conflict: A Passing Crisis with the USA or a Lasting Departure?     

Haumann  Wilhelm; Petersen  Thomas 《Int. Journal of Public Opinion Research》2004,16(3):311-330

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Effects of modified-implement training on fast bowling in cricket     

Carl Petersen  Barry Wilson  Will Hopkins 《Journal of sports sciences》2013,31(11-12):1035-1039

The effects of training with overweight and underweight cricket balls on fast-bowling speed and accuracy were investigated in senior club cricket bowlers randomly assigned to either a traditional (n = 9) or modified-implement training (n = 7) group. Both groups performed bowling training three times a week for 10 weeks. The traditional training group bowled only regulation cricket balls (156 g), whereas the modified-implement training group bowled a combination of overweight (161?-?181 g), underweight (151?-?131 g) and regulation cricket balls. A radar gun measured the speed of 18 consecutive deliveries for each bowler before, during and after the training period. Video recordings of the deliveries were also analysed to determine bowling accuracy in terms of first-bounce distance from the stumps. Bowling speed, which was initially 108?±?5 km?·?h^?1 (mean?±?standard deviation), increased in the modified-implement training group by 4.0 km?·?h^?1 and in the traditional training group by 1.3 km?·?h^?1 (difference, 2.7 km?·?h^?1; 90% confidence limits, 1.2 to 4.2 km?·?h^?1). For a minimum worthwhile change of 5 km?·?h^?1, the chances that the true effect on bowling speed was practically beneficial/trivial/harmful were 1.0/99/<?0.1%. For bowling accuracy, the chances were 1/48/51%. This modified-implement training programme is not a useful training strategy for club cricketers.  相似文献   

Trends in methodological rigor in intervention research published in school psychology journals     

Matthew K. Burns  David A. Klingbeil  James E. Ysseldyke  Shawna Petersen‐Brown 《Psychology in the schools》2012,49(9):843-851

Methodological rigor in intervention research is important for documenting evidence‐based practices and has been a recent focus in legislation, including the No Child Left Behind Act. The current study examined the methodological rigor of intervention research in four school psychology journals since the 1960s. Intervention research has increased in prevalence, but it does not seem to have become more rigorous since the establishment of the What Works Clearinghouse. Small methodological factors often determined whether a study met or did not meet standards in the current investigation. Implications include the necessity of reviewing research quality guidelines prior to conducting intervention research and ensuring they are met whenever possible.  相似文献   

Creating a Developmental Scale to Account for Heterotypic Continuity in Development: A Simulation Study     

Isaac T. Petersen  Brandon LeBeau  Daniel Ewon Choe 《Child development》2021,92(1):e1-e19

Many psychological constructs show heterotypic continuity—their behavioral manifestations change with development but their meaning remains the same. However, research has paid little attention to how to account for heterotypic continuity. A promising approach to account for heterotypic continuity is creating a developmental scale using vertical scaling. A simulation was conducted to compare creating a developmental scale using vertical scaling to traditional approaches of longitudinal assessment. Traditional approaches that failed to account for heterotypic continuity resulted in less accurate growth estimates, at the person- and group level. Findings suggest that ignoring heterotypic continuity may result in faulty developmental inferences. Creating a developmental scale with vertical scaling is recommended to link different measures across time and account for heterotypic continuity.  相似文献   

Using the Quality of Literacy Implementation Checklist to Improve Preschool Literacy Instruction     

Constance C. Beecher  Mary I. Abbott  Sarah Petersen  Charles R. Greenwood 《Early Childhood Education Journal》2017,45(5):595-602

Despite much progress in improving the quality of preschool programs, there is still an uneven quality of instruction in early childhood settings. Providing support and professional development (PD) for teachers that is practical, systematic and sustainable is one potential avenue to increase classroom quality in preschool, including quality of literacy instruction. Preschool educators who want to focus on increasing the quality of literacy instruction need simple-to-use tools that can be implemented quickly and provide a means to assess progress towards the goal of improving literacy instruction. The Quality of Literacy Implementation checklist measures how well the teaching staff include intentional, instruction in literacy/oral language. Rather than focusing on a specific curriculum or intervention, quality of implementation focuses on the teacher’s delivery of key procedural features of evidence-based instruction. As is the case with fidelity of implementation, a quality of implementation checklist not only measures implementation but also provides a roadmap about how instruction might be modified to ensure that critical and essential skills are emphasized across the preschool day.  相似文献