The role of teacher behavior in adolescents’ intrinsic reading motivation     

Jessie De Naeghel  Martin Valcke  Inge De Meyer  Nele Warlop  Johan van Braak  Hilde Van Keer 《Reading and writing》2014,27(9):1547-1565

Given the weak intrinsic reading motivation of many adolescents on the one hand and the importance of this type of motivation for reading competence on the other hand, the aim of the present study is to identify the related role of teacher behavior. To pursue this aim, a secondary analysis was carried out on PISA 2009 data. More particularly, data of a subsample of 4,269 Flemish 15-year olds were examined by means of multilevel modeling. In line with self-determination theory, the results provide evidence for the significance of perceived autonomy-supportive, structured, and involved teacher behavior. Teacher involvement was most strongly associated with adolescents’ intrinsic reading motivation. Further, students’ perception of teachers’ autonomy support was particularly related to girls’ intrinsic reading motivation.  相似文献   

Die soziale Rolle des Athleten     

Werner Pitsch 《Sportwissenschaft》2004,34(1):117-121

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Analyzing the market of works of contemporary fine arts: An exploratory study     

Friederich Schneider  Werner W. Pommerehne 《Journal of Cultural Economics》1983,7(2):41-67

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Books of the Month     

M. Thomas Inge  Ray B. Browne  Christopher D. Geist 《Communication Booknotes Quarterly》2013,44(8):146-147

M. Thomas Inge, Handbook of American Popular Culture (Westport, Ct.: Greenwood Press, 1978—$25.00)

Ray B. Browne and Christopher D. Geist, Popular Abstracts (Bowling Green, Ohio: Popular Press, 1978—S12.95/5.95)  相似文献   

A Market/Value Based Approach to Satisfy Stakeholders of Higher Education     

Gordon W. McClung  Mary W. Werner 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):102-123

ABSTRACT

What value does the university offer in terms of economic and social development? Having stakeholders question the contribution and value of colleges and universities is not new nor is it unique to American universities. Institutions of higher education are currently facing a crisis of confidence by parents, prospective students, alumni, congressional committees, and the media. Many stakeholders are concerned about the value provided by colleges and universities. Although there has been an effort to call attention to the issue and to examine select educational processes, there is a dire need to address all aspects of the university product. This article provides a market-based paradigm to help university/college administrators understand the critical aspects of identifying, defining, managing, and delivering superior value to all stakeholders of the institution. This article also provides a university planning process model for incorporating value in the strategic planning process of any university. Faced with increasing pressure to reduce the churn rate of students and increase retention, universities' focus must shift toward attracting students who fit with the value proposition (delivery) of the institution. This article is not an attempt at resolving the debate over the role or purpose of the university; our intent is to present a market-based approach to facilitate the delivery of value to all university stakeholders in keeping with the vision and mission of the institution.  相似文献   

A Musical Proposition     

Schürer Olaf Werner 《The Educational forum》2013,77(4):457-458

Some time ago while attending a summer session at a nearby university I occupied an apartment facing an alley across from which was one of the numerous fraternity houses in the district.  相似文献   

“If There's a Dance in the Book, I Feel It...Inside”: Lessons in Emergent Literacy     

Kathleen Werner 《Early Childhood Education Journal》2000,28(1):11-18

This case study illustrates the impact that an emergent literacy environment (both at home and at school) can have on literacy acquisition. The author's 3-year-old niece and 30 of her nursery school classmates were interviewed about their perceptions of reading. The impressive hypotheses the main character had formed about language learning by the age of 3, without any formal instruction, offers food for thought in view of the increasingly popular lockstep language arts programs currently being advocated by phonics zealots and basal text publishers.  相似文献   

Walter Berka zum 60. Geburtstag     

Werner Hauser 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2008,7(3):61-62

Herr o. Univ.-Prof. Dr. Walter Berka feierte in diesen Tagen seinen 60. Geburtstag. Dies darf zum Anlass genommen werden, um den hochaktiven wissenschaftlichen Lehrer und Forscher, der seit der Gründung der "Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik" dieser durch sein Wirken als Beiratsmitglied verbunden ist, zu würdigen.  相似文献   

Memory interval distribution effects in pigeons     

Werner K. Honig 《Learning & behavior》1987,15(1):6-14

Pigeons were trained with two concurrent delayed conditional discriminations that involved different distributions of memory intervals, namely 1 and 5 sec in the “short” and 5 and 10 sec in the “long” distribution. Memory for the initial stimulus was much better after 5 sec in the short distribution than in the long one. The memory functions between the intervals within each distribution were essentially flat. These findings were replicated in a second study that involved differential outcomes; this procedure enhanced memory generally within trials so that memory intervals of 1, 9, and 19 sec could be used, with 9 sec serving as the common memory interval. The findings are interpreted on the basis of the subject’s expectation of the likely duration of the upcoming memory interval and the associated delay of reinforcement.  相似文献   

Becoming a ‘good coach’     

Frank Jacobs  Inge Claringbould  Annelies Knoppers 《Sport, Education and Society》2016,21(3):411-430

The purpose of this paper was to gain insight into how coaches problematized their coaching practices and the process in which they engaged to become what they perceived to be better coaches using a course based on critical reflective practice. We assumed that constant critical self-reflection would enable coaches to move closer to their individual idea of a ‘good coach.’ Scholars and coaches collaborated to develop course content. The course was built on principles of rational-emotive education. We drew on Foucault's conceptualization of self-constitution or modes of subjectivation and confessional practice and Knaus' approach to teaching for our analytical framework. Thirty-five coaches participated in this study. The data consisted of semistructured interviews, field notes, open-ended questionnaires and focus group. The results are presented per mode of change or transformation. We explored how coaches wanted to transform their coaching practice (ethical substance), how they defined a good coach (mode of subjection), how they worked on change (ethical work) and how they transformed themselves (telos). To gain further insight into this process, we also examined narratives of three coaches as they described why and how they changed. The practice of critical reflection seemed to meet the needs of the coaches involved in the study. They used it to continually examine their behavior and their normalized taken-for-granted beliefs and to transform themselves in the direction of their idea of a ‘good coach.’ Ontological reflection was seen as a tool and a process that requires continual practice.  相似文献