Training and psychosocial patterns during the early development of Portuguese national team athletes     

André Barreiros  Jean Côté  António Manuel Fonseca 《High Ability Studies》2013,24(1):49-61

This study explored the early development of expert athletes compared to a group of athletes that did not achieve an expert level of performance despite being involved in youth events with their national squads. In particular, the activities, training patterns, and psychosocial influences that characterized their paths in competitive sports were examined. Male and female participants (N?=?42) from different sports were interviewed. Overall, athletes showed several commonalities. However, experts were selected to national squads later and also started thinking about investing in becoming elite athletes later. Non-experts revealed more parental pressure and less individual training with coaches.  相似文献   

Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives     

Anjalé D. Welton  Katherine Cumings Mansfield  Pei-Ling Lee 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):481-509

There is limited research on quantitative differences between men and women’s experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci.  相似文献   

Effects of a Cooperative Learning Program on the Elaborations of Students Working in Dyads     

Karen Krol  Jeroen Janssen  Simon Veenman  Jos van der Linden 《Educational Research and Evaluation》2013,19(3):205-237

In this study, the effects of a school improvement program on cooperative learning (CL) with respect to the elaborations of 6th-grade students working in mixed-ability and mixed-sex dyads on 2 cooperative tasks were examined. A posttest-only design with a control group was used to investigate the provision and receipt of elaborations within the dyads and the performance of the dyads working on cooperative mathematics and language tasks. Treatment dyads were found to exchange significantly more high-level elaborations during the language task than the control dyads. The treatment dyads also tended to produce higher performance scores on the 2 tasks.  相似文献   

Responsive Instruction for Young Children: A Study of how teachers can help easily distracted children become more attentive     

Jos H. M. Castelijns 《Emotional and Behavioural Difficulties》2013,18(1):22-33

In a research and development project called ‘orthopedagogisch project Afstemming’, conducted at the Utrecht University, a programme for teachers in kindergarten is designed and evaluated. It's goal is enhancing children's motivation and attention for work and play by means of responsive Instruction.  相似文献   

Learning by starch potato growers: learning in small businesses with no employees     

Niels R. Faber  Laura Maruster  René J. Jorna  Rob J.F. van Haren 《Educational Research and Evaluation》2013,19(6):519-539

In small businesses with no employees, learning environments have a low learning readiness. Consequently, learners need to rely on their own agency to shape their learning experiences. Results from a study of agricultural entrepreneurs indicated that the components of motivation and self-regulated learning strategies shape learner's agency and explain learning environment configuration in small businesses with no employees. Configuration of the learning environment was found to be a weak determinant of the learning performance of these learners. However, results showed that prior performance of learners in small businesses with no employees dictates how their agency operates and what learning effect is achieved; higher prior performance results in higher learning effects. We conclude that mechanisms that underlie learning in traditional learning environments work similarly in learning environments in small businesses with no employees.  相似文献   

Orthography and the development of metalinguistic reflection in Portuguese primary school pupils / Ortografía y desarrollo de la reflexión metalingüística en alumnos portugueses en primaria     

Otília C. Sousa  José-António Costa  Marie Nadeau 《Cultura y Educación》2013,25(4):868-878

Abstract

Linguistic awareness is crucial in learning literacy. This project has a two-fold aim: to develop the students’ ability to think about language in order to write with accuracy and to lead teachers to promote students’ discussions about their writing difficulties. The study is part of a two-year action-research project developed in primary schools from the Lisbon area, with experimental and control groups. The starting point of the project was the analysis of the problems students of third and fourth grades showed in their writing. The scope of the project includes dictation tasks within an interactionist approach, favouring grammatical discussions leading to the observation and manipulation of linguistic data.  相似文献   

Our teachers want to be the best: on the necessity of intra‐professional reflection about moral ideals of teaching     

Doret J. de Ruyter  J. Jos Kole 《Teachers and Teaching》2013,19(2):207-218

Teaching is a significant social good and therefore teachers as well as the state have to take responsibility for guarding the moral quality of the teaching practice. Based on this premise, the article describes and defends the view that these parties have their own particular role by means of literature review and theoretical and practical arguments.

The role of the state is necessarily limited to defining minimal moral rules and obligations, because in liberal Western democracies morality is codified in law to a minimal degree. The state also has practical reasons for such a confined position, among which are the complexities of professional practice and its implied tacit knowledge.

Teachers have to take responsibility for constructing the full width of professional morality, but particularly for defining its optimal or aspirational dimension. This dimension comprises the virtues deemed important for teachers as well as their professional ideals. Whereas the literature on professional ethics of teachers is relatively silent about professional ideals, several arguments are provided for the importance of ideals for teachers.

The final part of the article defends the claim that teachers have to articulate their professional ideals through intra‐professional dialogue. Again, theoretical and practical arguments are provided, for instance that such a debate provokes teachers to think about the best aims and means of their profession and that it contributes to the sense and meaning of their work. The article ends with some practical implications of the theoretical exposé.  相似文献   

Teachers reflecting on their work: articulating what is said about what is done     

Juan José Mena Marcos  Emilio Sánchez 《Teachers and Teaching》2013,19(2):95-114

Teachers' written reflections on their work, which report on a change in their practice, were the object of this research. Taking teachers' articulation of their plans and actions in teacher journals as our source, this study's aim is twofold: (1) to describe how teacher reflect in a self‐initiated and non‐framed way on their own practice, and (2) to review teacher self generated reflections in reference to models of reflection. In this way, we tried to disclose what precisely teachers write (said) when reflecting on their work (did) in order to appreciate their way of describing what matters in their work; and position this in reference to models that conceptualise (“talk”) on how to actualise (‘walk’) reflection. This ‘double’ articulation of reflection is gauged in two ways, i.e., on: a) completeness, that is, whether it includes relevant components of reflection (models) to be found in the literature, and on b) recursiveness, that is, whether the written account gives evidence of an integrated cyclical, i.e., recursive process of re‐view, which appraises and looks back on what has been accomplished.

The results show that teachers do not work along the lines identified in current reflection models (i.e. providing clear problem definition, searching for evidence, planning for change, and reviewing plans). Instead, many teachers use a narrative and valuing appraisal of their accomplishments; not so much cautiously reviewing their actions but prospectively commenting on plans and solutions for future action. The data lead us to be cautious about the prominence of reflection models as advocated in the literature to be applied to teachers' written accounts of their practice.  相似文献   

Classroom Assessment Practices,Teacher Judgments,and Student Achievement in Mathematics: Evidence from the ECLS     

José Felipe Martínez  Brian Stecher  Hilda Borko 《Educational Assessment》2013,18(2):78-102

In this study we use data from the Early Childhood Longitudinal Survey third- and fifth-grade samples to investigate teacher judgments of student achievement, the extent to which they offer a similar picture of student mathematics achievement compared to standardized test scores, and whether classroom assessment practices moderate the relationship between the two measures. Results indicate that teacher ratings correlate strongly with standardized test scores; however, this relationship varies considerably across teachers, and this variation is associated with certain classroom assessment practices. Furthermore, the evidence suggests that teachers evaluate student performance not in absolute terms but relative to other students in the school and that they may adjust their grading for some students, perhaps with basis on perceived differences in need and/or ability.  相似文献   

A Feminist Critical Study of a Master's Exam in Teacher Education     

Blanca Campa 《Equity & Excellence in Education》2013,46(2):173-187

This article discusses the findings of a qualitative case study that examined the experiences of teacher candidates in a master's degree exit assessment pilot at a university in the southwestern region of the United States. Data (gathered from classroom observations, written documents, and interviews of eight teacher candidates and nine faculty members) were collected and analyzed throughout the study using a feminist critical lens. Findings reveal that the Master's Alternative Assessment Cohort (MAAC) Pilot created conditions that allowed participants to empower themselves in traditional, personal, and reciprocal ways through an assessment process that was collaborative, open for some negotiation, and encouraged social change. Conversely, there also were situations throughout the process in which the participants felt disempowered. Findings also revealed instances in which collaboration perpetuated social relationships and attitudes that promoted racial inequities.  相似文献