Flying in the face of instructional design: Rationale for the case study     

Rob Walker  Ron Lewis  Louise Laskey 《The Australian Educational Researcher》1996,23(3):29-44

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How Physical Education Teachers’ Interpersonal Behaviour is Related to Students’ Health-Related Quality of Life     

Henri Tilga  Vello Hein  Andre Koka  Martin S. Hagger 《Scandinavian Journal of Educational Research》2020,64(5):661-676

ABSTRACT

Grounded in self-determination theory (SDT), this cross-sectional study tested relations of students’ perceptions of autonomy-supportive and controlling behaviour from teachers in physical education with students’ health-related quality of life (HRQoL), and the potential role of students’ perceived need satisfaction and need frustration as a mediator of these relationships. School students (N?=?1031) completed self-report measures of perceived autonomy support, perceived teachers’ controlling behaviour, students’ need satisfaction and need frustration, and HRQoL. Results indicated that students’ perceptions of autonomy support from teachers was positively associated with HRQoL through need satisfaction. Students’ perceptions of controlling behaviour from teachers was negatively related with HRQoL through need frustration. There was no significant association between autonomy support and need frustration, or between controlling behaviour and need satisfaction. Findings provide evidence that perceived autonomy support and controlling behaviour from the teacher in PE contributes to students’ HRQoL through unique pathways.  相似文献   

Transferability of Teacher‐education Competencies to Non‐teaching Careers     

Joyce Martin 《Asia-Pacific Journal of Teacher Education》1995,23(2):231-240

This paper summarises teacher graduate feedback on the transfer of teacher‐training competencies and experiences to non‐teaching career options. The responses of 62 graduates (23 primary, 39 secondary) on their career choice History indicated that while many entered teaching with only low or moderate commitment, this rose rapidly during the first year of their programme and it was maintained through to completion of their programme and after completion, despite a lack of employment opportunities. In rating the competencies acquired during teacher training by their usefulness in obtaining alternate employment, communication, ability to work independently, and training of others were ranked highest, while computer skills, LOTE, stress resistance and crisis management were ranked lowest. However, of the 22 competencies listed, 21 were rated as at least moderately useful. Career‐options‐information feedback strongly supported expanded career counselling and gave suggestions for forms which this might take. Limitations in the methodology are discussed and recommendations for further research are given.  相似文献   

Community-based environmental monitoring goes to school: translations,detours and escapes     

Julianne Lynch  Efrat Eilam  Martin Fluker  Naomi Augar 《Environmental Education Research》2017,23(5):708-721

Community-school partnerships are an established practice within environmental science education, where a focus on how local phenomena articulate with broader environmental issues and concerns brings potential benefits for schools, community organisations and local communities. This paper contributes to our understanding of such educational practices by tracing the diverse socio-material flows that constitute a community environmental monitoring project, where Australian school students became investigators of and advocates for particular sites in their neighbourhood. The theoretical resources of actor-network theory are drawn upon to describe how the project – as conceptualised by its initiators – was enacted as both human and non-human actors sought to progress their own agendas thus translating the concept-project into multiple project realities. We conclude by identifying implications for sustaining educational innovations of this kind.  相似文献   

Differences between Japanese Infants and Caucasian American Infants in Behavioral and Cortisol Response to Inoculation   总被引：2，自引：0，他引：2  

Michael Lewis  Douglas S. Ramsay  Kiyobumi Kawakami 《Child development》1993,64(6):1722-1731

The behavioral and cortisol responses of Japanese infants and Caucasian American infants, 4 months of age, were observed during and following routine inoculation. The Caucasian American group showed a more intense initial affective response and a longer latency to quiet than the Japanese group; the Japanese group showed a greater cortisol response. A 4-group taxonomy was created based on high or low behavioral and cortisol response: high behavior–high cortisol, low behavior–low cortisol, high behavior–low cortisol, and low behavior–high cortisol. There were significant differences between the 2 groups of infants using this taxonomy: Infants in the Caucasian American group were more likely to fall in the high behavior–low cortisol group, while infants in the Japanese group were more likely to fall in the low behavior–high cortisol group.  相似文献   

The role of role-play in student awareness of the social dimension of the engineering profession     

Diana Adela Martin  Eddie Conlon  Brian Bowe 《European Journal of Engineering Education》2019,44(6):882-905

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Do correspondence students need counselling?     

Roger Lewis 《Distance Education》1980,1(2):142-162

The Leeds Counselling Project of the National Extension College, Cambridge, sought to investigate the needs of adult correspondence students outside the Open University. Students in Leeds were contacted by a local counsellor whose aim was to help them to pursue their courses of study successfully. The design of the project, its implementation and its results are discussed. The value of local counselling seems clear and the conclusion considers ways in which this might be provided and supported.  相似文献   

What is happening when we assess,and how can we use our understanding of this to improve assessment?     

David Baume  Mantz Yorke  Martin Coffey 《Assessment & Evaluation in Higher Education》2004,29(4):451-477

In an attempt to gain a fuller understanding of the basis of grading, ten assessors each assessed two portfolios drawn from the course archive which had been produced by participants on a course in teaching in higher education. Assessors gave a grade or judgement on each of a portfolio's 75 portfolio elements, reasons for each judgement they made, and recorded any alternative judgement they had considered. There were substantial differences between the judgements made during the study and those made when the portfolios were originally assessed. This article explores the differences between the original and experimental assessments, and then analyses reasons given by assessors for the judgements made. Beyond these particulars, the paper suggests some fundamental and problematic issues about the conduct and the reform of assessment, and offers a process which can be used to investigate and improve the quality, in particular the reliability, of any summative assessment.  相似文献   

The reading experiences and interests of junior school children     

David Wray  Maureen Lewis 《Children‘s Literature in Education》1993,24(4):251-263

David Wray taught in primary schools for several years and is now Senior Lecturer in Education at the University of Exeter. He was President of the United Kingdom Reading Association for 1992–93 and is editor of the association's journalReading. He has written and edited many books on aspects of literacy development.  相似文献   

The impact of instructional elements in computer-based instruction   总被引：2，自引：0，他引：2  

Florence Martin  James D. Klein  Howard Sullivan 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(4):623-636

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