A framework for evaluating the effectiveness of instructional materials     

Chris Chinien  France Boutin 《Performance Improvement》1994,33(3):15-18

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Introducing Information and Communication Technologies into Schools: The blurring of boundaries     

Tony Lawson  Chris Comber 《British Journal of Sociology of Education》2000,21(3):419-433

This article considers the impact of Superhighways technology on schools in the UK, in terms of the debate concerning the development of the conditions of postmodernity. In particular, it charts how the collapse of boundaries associated with postmodernism may have affected traditional divisions within schooling, following the introduction of broadband connectivity and Internet capability to schools and colleges. The authors review the broad approaches taken to the introduction of new technologies, such as the Utopian and Dystopian, transformative and incrementalist. By drawing upon the findings of the Education Departments' Superhighways Initiative, the authors explore the effects of new information and communication technologies on a number of traditional boundaries, including those between curriculum subjects, between pupils and teachers, and, more generally, traditional conceptions of space and time. The article concludes that, although initial indications suggest that the impact of Superhighways capability may be a transformative one, the effect on boundaries is mixed. While some boundaries such as those of space and time seem to be dissolving, others such as the division between academic subjects are much more resistant.  相似文献   

Developing and disseminating teacher knowledge     

Chris Wilson 《Research in Science Education》2000,30(3):301-315

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A Brief History of Timing: the impact of the National Literacy Strategy on the marketing and publishing of resources to support literacy teaching     

Prue Goodwin  Chris Routh 《Literacy》2000,34(3):119-123

Since the announcement of the National Literacy Project in April 1996, publishers of children’s books and teaching materials have been keen to provide appropriate materials for use in the literacy hour. With the new government in 1997 came generous funding for books and publishers were quick to respond in terms of marketing and new publications. Lack of time and training to assimilate the new approaches caused many teachers to rely on materials to show them how to teach. While this reliance on materials underlines the ongoing need for teachers to be updated about resources, time to become more knowledgeable and confident about practice remains paramount.  相似文献   

Disentangling the Nexus: Attitudes to Mathematics and Technology in a Computer Learning Environment     

Peter Galbraith  Chris Haines 《Educational Studies in Mathematics》1998,36(3):275-290

Gaining insights into students' attitudes and beliefs is a crucial step in understanding how the learning environment for mathematics is affected by the introduction of computers and other technology. We review research into the impact of technology on the teaching and learning of mathematics, although systematic evaluations are sparse. We discuss the relationship between affective variables and performance and having constructed appropriate measures of attitude, we present results from an extensive initial study. The study disentangles affects relating to mathematics and to computing and in doing so identifies attributes which are important where mathematics and computing interact. We report on the application of six Galbraith–Haines scales to 156 students, we discuss the implications of confidence, motivation, engagement and interaction with the technology in the learning environment and we demonstrate that the computing and mathematics attitude scales capture distinctive properties of student behaviour in this respect.  相似文献   

Motivation to Learn and Teach English in Slovenia     

Chris Kyriacou  Machiko Kobori 《Educational studies》1998,24(3):345-351

This study was conducted in Slovenia, and explored the views of a sample of 226 pupils (aged 14‐15 years) regarding their motivation to learn English and the views of a sample of 95 student teachers regarding their motivation to become a teacher of English. The data consisted of two questionnaires. The first questionnaire asked the pupils to rate the importance of each of 15 reasons for wanting to learn English. The most frequent reasons given by pupils were ‘Because English is an international language’, ‘Because English helps me with advanced study’ and ‘Because English will help me with my future career’. The second questionnaire asked the student teachers to rate the importance of each of 20 reasons in influencing their decision to become a teacher of English. The most frequent reasons given by the student teachers were ‘I enjoy the subject I will teach’, ‘English is important to me’ and ‘I want to help children succeed’. The findings are further explored in terms of the relative importance of the different types of motivation involved.  相似文献   

The effect of consistent and varied follow-through practice schedules on learning a table tennis backhand     

Jamie S. North  Neil E. Bezodis  Colm P. Murphy  Oliver R. Runswick  Chris Pocock  André Roca 《Journal of sports sciences》2019,37(6):613-620

In table tennis the follow-through action after a shot is an important part of skill execution. In this experiment, we aimed to extend literature around the contextual interference effect by investigating whether the way the follow-through is organised in practice affects learning of the backhand shot in table tennis. Thirty unskilled participants were allocated to blocked-variable practice, random-variable practice or a control-constant group and aimed backhand shots towards a target following ball projection from a machine. Each group completed these shots in a pre-test, a training phase with follow-through manipulations, a post-test, and a retention test. The random-variable group improved their shot accuracy from pre-test to post-test and from pre-test to retention test (both P < 0.01, d = 1.03), whereas neither the blocked-variable nor the control-constant group displayed any change in shot accuracy. Practising the follow-through in a random-variable fashion enhanced learning of the preceding shot compared with blocked-variable practice or no follow-through instructions. The benefits of learning motor skills under conditions of high contextual interference also apply to how follow-through actions are organised. The findings are valuable to coaches and suggest that instructions related to the follow-through action should be considered as well as the primary skill itself.  相似文献   

Creating performance benchmarks for the future elites in speed skating     

Inge K. Stoter  Ruud H. Koning  Chris Visscher  Marije T. Elferink-Gemser 《Journal of sports sciences》2019,37(15):1770-1777

Sports performance benchmarks useful to select and guide future elites are limited in literature. The present study introduces a method to enable comparison between sports performance of different generations and creates performance benchmarks for the future elites in speed skating. 1500 m Season Best Times (SBT) of Dutch skaters (1043 females, 1812 males, age 13–26 years), who competed in at least six seasons between 1993 and 2013, were corrected for the prevailing world record (WR): rSBT=(SBT/WR)*100%. Regression analyses showed that the calendar year affected SBT (p<0.01), but not rSBT (p>0.05). Based on rSBT, performance groups were defined: elite (rSBT<110%), sub-elite (110%<rSBT<115%), high-competitive (115%<rSBT<120%), medium-competitive (120%<rSBT<125%) and low-competitive (rSBT>125%). Benchmarks were based on the slowest rSBT per age of the elite group. Of the total skaters performing within the elite benchmarks, the elite performance group represented <20% up to age 16 and <50% up to age 21. An out of sample group (n=299) confirmed the usability of the benchmarks. So, by correcting time-trial performance for the prevailing WR, elite performance benchmarks can be made based on multiple generations of elite skaters. The benchmarks can be used to select and guide future elite skaters from age 13–26 years.  相似文献   

Examining social identity and intrateam moral behaviours in competitive youth ice hockey using stimulated recall     

Mark W. Bruner  Ian D. Boardley  Veronica Allan  Zach Root  Sara Buckham  Chris Forrest 《Journal of sports sciences》2017,35(20):1963-1974

Social identity – identity formed through membership in groups – may play an important role in regulating intrateam moral behaviour in youth sport (Bruner, M. W., Boardley, I., & Côté, J. (2014). Social identity and prosocial and antisocial behavior in youth sport. Psychology of Sport and Exercise, 15(1), 56–64. doi:10.1016/j.psychsport.2013.09.003). The aim of this study was to qualitatively examine this potential role through stimulated recall interviews with competitive youth-ice-hockey players. Twenty-three players (M_age = 13.27 years, SD = 1.79) who reported engaging in high, median or low frequency of antisocial teammate behaviour (determined through pre-screening with the Prosocial and Antisocial Behaviour in Sport Scale [Kavussanu, M., & Boardley, I. D. (2009). The prosocial and antisocial behavior in sport scale. Journal of Sport and Exercise Psychology, 31(1), 97–117. doi:10.1123/jsep.31.1.97]) were recruited from eight youth-ice-hockey teams in Canada. Interviews involved participants recalling their thoughts during prosocial/antisocial interactions with teammates, prompted by previously recorded video sequences of such incidents. Thematic analysis of interview data revealed all athletes – regardless of reported frequency of intrateam antisocial behaviour – felt prosocial interactions with teammates enhanced social identity. In contrast, the perceived influence of antisocial teammate behaviour on social identity differed depending on athletes’ reported frequency of intrateam antisocial behaviour; those reporting low and median frequencies described how such behaviour undermines social identity, whereas athletes reporting high frequency did not perceive this effect. The study findings highlight the potential importance of intrateam moral behaviour and social identity for youth-sport team functioning.  相似文献   

Fluctuations in running and skill-related performance in elite rugby union match-play     

Mathieu Lacome  Julien Piscione  Jean-Philippe Hager  Chris Carling 《European Journal of Sport Science》2017,17(2):132-143

This study investigated end-game and transient changes in running activities and whether these were concomitantly associated with reductions in skill-related performance in senior international rugby union match-play. Altogether, 18 official matches were analysed (322 individual observations) using computerised video-based tracking and event coding (Amisco Pro^®, SUP, Nice, France). In forwards and backs, trivial to small reductions (% difference: ?2.1, ±1.3 to ?10.0, ±4.0%) in total distance and that covered at high speeds (>18.0?km?h^?1) occurred in the second- versus the first-half while there were trivial differences in skill-related performance measures (?2.3, ±4.5 to 7.5, ±14.0%). In both positions, small to moderate declines (?42, ±10 to ?21, ±7%) occurred in high-speed running in the final 10-min and 5-min periods versus mean values for all other 10-min and 5-min periods throughout the game while only small changes (?18, ±51 to 13, ±41%) in skill-related performance were observed. Trivial changes in running and skill-related performance (?11, ±74 to 7, ±39%) were observed in the 5-min period immediately following the most intense 5-minute periods of play compared to mean performance over the other 5-min periods. These findings suggest that international rugby union players were generally able to maintain skill-related performance over the course of match-play even when declines in running performance occurred.  相似文献