Effects of Two Instructional Approaches on Skill Development,Knowledge, and Game Performance     

Tony Pritchard  Andrew Hawkins  Robert Wiegand  Jonathan N. Metzler 《Measurement in physical education and exercise science》2013,17(4):219-236

Two instructional approaches that have been of interest in promoting sport have been the Sport Education Model (SEM) and the Traditional Style (TS) of teaching physical education. The purpose of this study was to investigate how SEM and TS would affect skill development, knowledge, and game performance for volleyball at the secondary level. A 2 × 3 (group × time) research design was utilized on 47 secondary students testing volleyball skills, knowledge, and game performance. Participants were placed in either the SEM or the TS via stratified randomization, and then were tested pre, mid, and post intervention through the 20-lesson volleyball unit. The 2 × 3 repeated measures Analysis of Variances (ANOVAs) with Bonferroni correction revealed no significant difference between models for skills and knowledge, but there was for game performance for group [F(1, 45) = 10.27, p < .008, η² = .19], time [F(2, 90) = 8.62, p < .008, η² = .16], and group × time interaction [F(2, 90) = 8.43, p < .008, η² = .16]. If the goal of the physical education program is to promote quality game play, the SEM may be more effective than the TS.  相似文献   

The Pass Survey: school‐based preferences of 500 + adolescent consumers     

Tony Branwhite 《Educational studies》1988,14(2):165-176

Survey sheets requiring three responses, written in order of preference, to each of 10 items regarding various aspects of school, were administered to 595 secondary school students attending three rural and four urban comprehensive schools. Data were assembled from the highest preference responses only, and compiled into three levels of rank‐order for incentive preferences regarding good behaviour, incentive preferences regarding good work, preferences for teacher support of good behaviour, preferences for teacher support of good work, observed teacher qualities, projected teacher qualities, preferred changes to the school environment, and reasons for attending school.

Results revealed that an almost universal level of support existed for the use of incentives linked directly to good social behaviour and or academic performance. Overall, social outcomes were preferred for good behaviour, and tangible outcomes were preferred for good schoolwork. However, age, sex, and ability effects provided some qualification of these trends. Academic outcomes were very poorly supported throughout. In terms of feedback preferences, overt feedback received significantly more support than covert feedback overall, and was linked significantly more often to social behaviour than schoolwork. This sample also favoured teachers who show empathy and explain well.

The majority of these adolescents indicated that they would like their schools to be redecorated more than any other physical change they could think of, and almost without exception exhibited positive reasons for attending school.  相似文献   

NEW TECHNOLOGY FOR HOME‐BASED LEARNING: THE CHALLENGE TO CAMPUS‐BASED INSTITUTIONS     

Tony Bates 《Learning, Media and Technology》1978,4(2):4-13

Although there may be little expansion for conventional higher education on campus in the next decade, there is an unmet and growing need to provide home‐based continuing education. This will require an effective means of delivering learning materials to homes on a greater scale than can be handled by broadcasting alone, as well as the production of high quality software appropriate both to the means of delivery and the needs of students. There are several developments in technology which hold out promise for home use; these need to be developed as part of a wider learning system. Campus‐based institutions are well placed both to develop the hardware and to produce suitable learning materials, but this means that higher education institutions must show a much more flexible attitude to continuing education and to co‐operation with other organisations.  相似文献   

The future of the humanities in primary schools – reflections in troubled times     

Tony Eaude  Graham Butt  Simon Catling  Peter Vass 《Education 3-13》2017,45(3):386-395

ABSTRACT

This article reflects on the implications for practitioners, researchers and policy-makers of the future of the humanities in primary schools in the light of the challenges facing future generations. There is wide divergence in the four jurisdictions of the UK. The humanities are perceived as important, in principle, though curriculum frameworks differ. However, the status of the humanities is often uncertain, in practice, given the current emphasis on outcomes in literacy and numeracy. There is a lack of robust research on how, and by whom, the humanities are taught. The more theoretical articles suggest that the humanities, broadly conceived, are an essential aspect of young children’s education – to enable a deeper understanding of human culture and identity, and to develop the qualities and values needed in a diverse world. Additionally, curricular breadth is required alongside a realisation that narrowly focusing on propositional knowledge is limiting. While this has implications for the whole curriculum, History, Geography and Religious Education have key roles in meeting these aims and in engaging and motivating young children. A stronger policy steer is called for, to ensure that schools give more priority to humanities education, with greater investment in professional development in Initial Teacher Education and beyond.  相似文献   

Theory in and for mathematics education: in pursuit of a critical agenda     

Tony Brown  Yvette Solomon  Julian Williams 《Educational Studies in Mathematics》2016,92(3):287-297

  相似文献   

ASSESSMENT METHODS AND ECONOMICS DEGREES     

Tony Mallier  Steven Morwood  John Old 《Assessment & Evaluation in Higher Education》1990,15(1):22-44

Our objective in this paper is to investigate, and comment upon, the assessment methods in use to monitor student progress and success in Economics Degree programmes. Our reasons for undertaking this study were twofold:

(a) while the content and teaching methods of economics courses have been the subject of debate and change, the corresponding methods of assessment have received little consideration, and (b) colleagues from other academic disciplines at our own institution, the Coventry Polytechnic, and elsewhere, comment adversely upon the terminal achievement record of economics students.  相似文献   

Humanities in the primary school – philosophical considerations     

Tony Eaude 《Education 3-13》2017,45(3):343-353

ABSTRACT

Drawing on a range of philosophical traditions, this article argues that the humanities are essential aspects of the development of the whole child. The humanities help children to understand themselves and other people in relation to place, time, belief, identity and culture and to become empathetic, thoughtful and critical citizens. Learning the content, language, concepts, skills and ways of working associated with separate disciplines is important, as is exploration of key ideas related to human experience and culture, including controversial ones. Defining the humanities in the primary years by the types of knowledge, qualities and values involved may be more appropriate than by subject. These can be learned, and reinforced, in all subject areas, with some offering particularly fertile opportunities, and through cross-curricular approaches. An emphasis on factual knowledge is too limiting, with active, first-hand experience helping to engage and include children. To teach and demonstrate appropriate ways of working and thinking, teachers require pedagogical content knowledge and enthusiasm as well as subject knowledge.  相似文献   

Mentoring for Principals: Pre-Service and In-Service Models     

Tony Bush 《Asia Pacific Journal of Education》1995,15(1):1-13

Mentoring is an increasingly important element in the preparation of principals in many countries, including Singapore, the United States (US) and the United Kingdom (UK). In Singapore and the US, mentoring forms part of a pre-service programme of training for intending principals. In the UK, it is a voluntary programme which takes place during their first year as principals. The efficacy of mentoring depends on the quality of the mentor/protege relationship at least as much as the organisational and cultural framework within which it operates. Definitions and conceptions of mentoring are remarkably similar in different societies and its advantages appear to outweigh its disadvantages in both Singapore and the UK.  相似文献   

From fragmentation to chaos? The regulation of initial teacher training in further education     

Norman Lucas  Tony Nasta  Lynne Rogers 《British Educational Research Journal》2012,38(4):677-695

  相似文献   

Assessment matters: Considering the scholarship of teaching and learning in student affairs     

Tony Ribera  Sarah Fernandez  Matt Gray 《About Campus》2012,16(6):25-28

Tony Ribera, Sarah Fernandez, and Matt Gray apply a scholarly approach to assessing student learning in the cocurriculum.  相似文献