马特焕新:30天大不同     

Evelyn 《大学生》2013,(6):46-47

正"花了很多时间在网络上认识人,却对周围的人一无所知。想用30天来认识那些每天见面却陌生的人。"2012年12月1日,一位微博用户名为"韩潋candy"的女生发了这样一条微博。在接下来的日子里,她每天都会发一张"熟悉的陌生人"的照片,其中有门口卖糖葫芦的阿姨、书报亭的大叔、天天去的奶茶店里的小妹、楼下面馆的老板娘……  相似文献   

ETV in the Peace Corps     

Evelyn Reis 《College Teaching》2013,61(4):212-213

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Comparison of Postperformance State Anxiety of Internals and Externals Following Failure or Success on a Simple Motor Task     

Evelyn Gay Hall 《Research quarterly for exercise and sport》2013,84(2):306-314

Abstract

The purpose of this study was twofold: (a) to determine the effect of locus of control (internal-external), success-failure, and trait anxiety (A-trait) on the perception of threat to self following competitive motor performance, as measured by postperformance state anxiety (A-state); and (b) to examine effects of success-failure relative to locus of control, as measured by self-protective answers on a postperformance attribution questionnaire. In addition, postperformance A-state relative to number of internal attributions was investigated. Two groups of subjects (N = 32) satisfying the criteria for internal-external control were subdivided by sex and randomly assigned to success-failure conditions. A-trait and preperformance A-state were assessed by the Spielberger State-Trait Anxiety Inventory (STAI) prior to the experimental treatment, and A-state measurement was repeated following the experimental treatment. Multivariate analysis of covariance revealed significant interaction effects of success-failure and locus of control relative to postperformance A-state. Univariate ANOVA revealed that externals were significantly higher on A-trait than internals. Regression analyses showed significant relationships for A-trait and pre- and postperformance A-state, as well as for relationship of postperformance A-state to number of internal attributions.  相似文献   

The Correlation of Rogers' Test of Physical Capacity and the Cubberley and Cozens Measurement of Achievement in Basketball     

Evelyn A. Hinton  Lawrence Rarick 《Research quarterly for exercise and sport》2013,84(3):58-65

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A Story … A Story …     

Evelyn Gregory 《English in Education》1984,18(2):40-49

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Inservice education of teachers in the commonwealth: Commonwealth Secretariat,London, 198 pp., £2.50     

Evelyn S. Kandakai 《International Journal of Educational Development》1983,3(1):107-108

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Sport experiences of Division I collegiate athletes and their perceptions of the importance of specialization     

Eric M. Martin  Martha E. Ewing  Evelyn Oregon 《High Ability Studies》2017,28(2):149-165

The purpose of the current study was to investigate Division I athletes’ prior sport participation and athletes’ perceptions regarding sport specialization. Athletes (N = 1041) completed self-report surveys and indicated that participation in their collegiate sport began around nine years of age (M = 9.10, SD = 3.83). Athletes played a large number of sports in elementary and middle school with participation decreasing during high school. For those athletes who specialized in one sport, specialization occurred typically at 12.5 years of age. In addition, athletes past sport background and perceptions of specialization differed depending on their college sport with some sports (i.e., gymnastics) starting participation and specializing earlier than others (i.e., football, cross country, and track and field). Interestingly, no differences existed in past sport experiences or perceptions of specialization dependent on scholarship status or expected playing status. This study supports prior research that early specialization is not a requirement for elite level performance.  相似文献   

The effect of reading recovery® on special education referrals and placements     

Evelyn A. O'Connor  Ognjen Simic 《Psychology in the schools》2002,39(6):635-646

This study examined the effect of Reading Recovery®, an early intervention program for first‐grade children, on the rates of referral and placement in special education in New York City. Study participants consisted of students who had a complete Reading Recovery (RR) program (RR‐discontinued and RR‐recommended) and a comparison group composed of children with literacy difficulties, who were initially performing at a slightly higher level than the Reading Recovery children. The results showed that children who received the Reading Recovery program were referred for testing and placed in special education at a statistically significant lower rate. Reading Recovery is associated with a 5% reduction in estimated referral rate and a 3% decrease in placement rate. Additionally, an examination of the classification labels of children placed in special education revealed that RR‐discontinued children were less likely to be classified as learning disabled than those in both the comparison group and the RR‐recommended group. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 635–646, 2002.  相似文献   

Reading Lessons from the Eighteenth Century     

Morag Styles  Evelyn Arizpe 《Children‘s Literature in Education》2004,35(1):53-68

The extraordinary nursery library produced by Jane Johnson (circa 1742–1747), entirely in the private domain with no thought of publication, holds pride of place in the Lilly Library's collection of early children's books at the University of Indiana, USA. It has already been celebrated in an exhibition and international conference held at the Fitzwilliam Museum and Homerton College respectively in Cambridge, UK, in 1995. One outcome of the interest aroused in Jane's educational materials by scholars from a wide range of disciplines was the publication of Opening the Nursery Door in 1997, which included two essays devoted to her enterprise by Shirley Brice Heath and Victor Watson. Since then, the Bodleian Library in Oxford has acquired and published in facsimile form a story written by Jane in 1744, alongside a fascinating assortment of family letters and other papers. In Opening the Nursery Door, Watson explored the sources for Jane's story, while Brice Heath considered the materials from a linguistic and anthropological point of view, but no one has yet examined them as reading materials. This is the focus the present authors have taken, based on their research into her life and work, alongside their exploration of the historical and educational context in which a mother might have taught her children to read in the eighteenth century. This article is devoted to examining Jane's nursery library, the philosophical and pedagogical influences on her approach, and the methodologies she used to teach reading, thus throwing a spotlight on domestic literacy and providing insights into the culture of Georgian family life.  相似文献   

‘Teaching Is Still a Good Job for a Woman’: the influence of gender on career and life choices     

Andrea Allard  Evelyn Bransgrove  Maxine Cooper  Jill Duncan  Maree Macmillan 《Asia-Pacific Journal of Teacher Education》1995,23(2):185-194

This article reports on an investigation of primary and early‐childhood teacher‐education students’ understandings and beliefs about the influence of gender on their careers and life choices. The research was undertaken by a collaborative team from three Victorian universities. We took as our premiss that if teacher‐education students are to be effective in promoting gender inclusiveness throughout the schooling culture, they must first reflect on the operation of the sex/gender system in their own lives. A range of viewpoints are included about the gendered understandings commonly held by the tertiary students surveyed. The resulting insights enabled us to suggest more effective strategies for fostering gender awareness in teacher education.  相似文献