A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates     

Margareta Maria Thomson  Jeannine E. Turner  John L. Nietfeld 《Teaching and Teacher Education》2012,28(3):324-335

This study utilized cluster analysis to identify typologies of prospective teachers enrolled in a teacher education program in the U.S. based upon their self-report motivations for teaching. A three-cluster solution generated three distinctive typologies of prospective teachers (N’s of 93, 70 and 52), and further differences among typologies were investigated with respect to participants’ beliefs about teaching.Follow-up semi-structured interviews confirmed meaningful differences found between the clusters with regard to unique combination of motivations and beliefs about teaching relevant to each typology. Implications for teacher education and teacher development are further discussed in relationship with study findings.  相似文献   

Retooling the Health Care Workforce in the Era of the Affordable Care Act: An Evaluation of an Advanced Certificate Program in Integrated Primary and Behavioral Health Care     

Kyle H. O’Brien  Mary C. Acri  Peter C. Campanelli  Joseph A. Cerniglia  Mary M. McKay 《Journal of Teaching in Social Work》2013,33(5):522-535

The Affordable Care Act aims to increase affordable coverage, reduce overall costs, and improve health outcomes. To achieve these aims, new knowledge and skills must be built within the existing workforce. The purpose of this article is to examine the behavioral and organizational changes brought about by an educational program that aimed to retool the healthcare workforce for the implementation of integrated primary and behavioral healthcare models, with an added emphasis on prevention. Sixty-three participants of an Advanced Certificate Program completed 1 or more evidence-informed learning modules centered on integrated primary and behavioral health care. The vast majority of students who completed each of the 5 modules of the program reported acquiring new knowledge and skills. Student satisfaction of the program met or exceeded overall expectations. In addition, program participation has resulted in not only students’ intentions to change workplace practices but also actual implementation of workplace changes related to integrated care models. The Advanced Certificate Program appears to be a promising platform for service providers to align their knowledge and skills with the premises of current healthcare reform.  相似文献   

Development and validation of an inventory to assess conflict in sport teams: the Group Conflict Questionnaire     

Kyle Paradis  Albert Carron  Luc Martin 《Journal of sports sciences》2014,32(20):1966-1978

Abstract

The purpose of the study was to develop and validate a conceptually and psychometrically sound conflict questionnaire for sport. The development process involved 3 phases: (a) a qualitative phase, (b) a content and factorial validity phase and (c) a construct validity phase. A total of 50 items were generated and sent to 6 experts to determine content validity. Through this process, 25 items were retained and administered to a sample of athletes (n = 437) to determine factorial validity. Based on these results, a second sample (n = 305) was administered the 14-item version of the Group Conflict Questionnaire along with the Group Environment Questionnaire, the Athlete Satisfaction Questionnaire and the Passion Scale to test convergent, discriminant and known-group difference validity. Cross-validation from both samples via confirmatory factor analysis yielded moderate-to-acceptable model fit, thus supporting factorial validity for the 14-item version. Additionally, initial support for convergent validity and known-group difference validity and partial support for discriminant validity were found. A sport-specific conflict questionnaire is now available for researchers to utilise. Results and research implications are discussed.  相似文献   

The role of learner-centred assessment in postsecondary organisational change     

Karen L. Webber  Kyle Tschepikow 《Assessment in Education: Principles, Policy & Practice》2013,20(2):187-204

For postsecondary institutions, organisational change is an inevitable and ongoing process. Institutions face a growing need to assess student learning assessment as part of an institution's comprehensive assessment plan. While a growing body of literature suggests that learner-centred assessment is a best practice in higher education pedagogy, it is unclear whether faculty members have embraced it fully. Using data from the 1993 and 2004 administrations of the National Study of Postsecondary Faculty, this study examines the extent to which faculty members employed learner-centred assessment in two- and four-year colleges in the USA. Findings show increases in use for some assessment techniques over the decade, as well as differences in use by faculty gender, discipline, and institution level. Increases in the use of these techniques may indicate a continued emphasis on learner-centred assessment and thus one aspect of organisational change. Implications for institutional policy are discussed.  相似文献   

Predictors of performance in a 4-h mountain-bike race     

Andrew R. Novak  Kyle J. M. Bennett  Job Fransen  Ben J. Dascombe 《Journal of sports sciences》2018,36(4):462-468

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Editorial: The imperative to improve undergraduate education in science,mathematics, engineering,and technology     

William C. Kyle 《科学教学研究杂志》1997,34(6):547-549

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Editorial: Assessing students' understanding of science     

William C. Kyle   《科学教学研究杂志》1997,34(9):851-852

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Editor's note: Enduring scholarship and dialogue     

William C. Kyle  Jonathan Osborne  John Leach  Phil Scott  Stephen P. Norris 《科学教学研究杂志》1998,35(1):1-2

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Protecting rainforest realism     

P. Kyle Stanford  Paul Humphreys  Katherine Hawley  James Ladyman  Don Ross 《Metascience》2010,19(2):161-185

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Impact sports and bone fractures among adolescents     

Kyle R. Lynch  Han C. G. Kemper  Bruna Turi-Lynch  Ricardo R. Agostinete  Igor H. Ito  Rafael Luiz-De-Marco 《Journal of sports sciences》2017,35(24):2421-2426

The objective of the present study was to investigate the effects of different sports on stress fractures among adolescents during a 9-month follow-up period. The sample was composed of 184 adolescents divided into three groups (impact sports [n = 102]; swimming [n = 35]; non-sports [n = 47]). The occurrence of stress fracture was reported by participants and coaches. As potential confounders we considered age, sex, resistance training, body composition variables and age at peak of height velocity. There were 13 adolescents who reported fractures during the 9-month period. Bone mineral density values were higher in adolescents engaged in impact sports (P-value = 0.002). Independently of confounders, the risk of stress fracture was lower in adolescents engaged in impact sports than in non-active adolescents (hazard ratio [HR] = 0.23 [95% confidence interval (CI) = 0.05 to 0.98]), while swimming practice was not associated to lower risk of fracture (HR = 0.49 [95% CI = 0.09 to 2.55]). In conclusion, the findings from this study indicate the importance of sports participation among adolescents in the reduction of stress fracture risk, especially with impact sports. More importantly, these results could be relevant for recognising adolescents in danger of not reaching their potential for peak bone mass and later an increased risk of fractures.  相似文献