Management knowledge and the cnaa     

T. Joseph Smith 《School Leadership & Management》2013,33(2):287-289

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Attachment and the child in school. Part I     

Heather Geddes 《Emotional and Behavioural Difficulties》2013,18(3):231-242

Abstract

Using the framework of Attachment Theory and related research and the research and experience of the author, a particular pattern of behaviour is described which can be identified in the classroom. This pattern, known as the Anxious Resistant/Ambivalent Attachment Pattern, is described from a teaching and learning perspective and is illustrated with examples from educational practice. Possible opportunities for intervention are discussed aimed at facilitating change in the pupil and enhancing emotional well being and educational opportunity. This article will be followed by another (Part II) describing other patterns of attachment which have been identified, with the aim of extending the teacher's understanding of the meaning of pupil behaviour and increasing the resilience potential in the learning situation.  相似文献   

The Temporal-Interactive Influence of Reading Achievement and Reading Attitude     

Joseph C Kush  Marley W Watkins  Susan M Brookhart 《Educational Research and Evaluation》2013,19(1):29-44

Although the relationship between attitudes toward reading and reading achievement has been well documented, the causal relationship between these constructs remains unclear.Using longitudinal covariance structure modeling, this study tested the hypothesis that 3 reading-related constructs in the primary grades (2nd-3rd grade) – reading attitude, behavior, and achievement – would predict reading achievement in the 7th grade. Results showed that primary attitude was not correlated with primary achievement yet both had causal paths to 7th-grade achievement, described as a “temporal-interaction” model. The resulting model suggests that while reading attitude and achievement may appear unrelated at the early stages of reading they become more closely linked over time, developing into important causal determinants of reading achievement by early adolescence.  相似文献   

Asking to listen: towards a youth perspective on sexual health education and needs     

Jo-Ann MacDonald  Anita J. Gagnon  Claudia Mitchell  Giuseppina Di Meglio  Janet E. Rennick  Joseph Cox 《Sex education》2013,13(4):443-457

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Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice     

Heather E. Prince 《Journal of Adventure Education & Outdoor Learning》2013,13(4):329-342

ABSTRACT

Outdoor learning provides memorably relevant learning and authentic, contextualised opportunities to extend classroom-based education. This research draws on empirical data from surveys involving teachers in primary schools in England in 1995 and 2017 (n=61 and n=40 respectively). The evidence illustrates that schools are continuing to use their playgrounds and day visits as locations for practice. Teacher expertise had decreased by 2017 but the major challenges and barriers to implementation of time and expense remain similar in both years. Teachers no longer see outdoor ‘education’ as a subject in its own right but within the physical education curriculum although Early Years Foundation Stage practitioners report an enabling curriculum for outdoor learning. The research identifies the strength of teachers’ values and beliefs, an open approach to curriculum interpretation, the importance of suitable locations, a culture of risk benefit and positive initiatives as key ingredients for successful outdoor learning in primary schools.  相似文献   

Using digital technologies and contemporary psychometrics in the assessment of performance on complex practical tasks     

C. Paul Newhouse  Joseph N. Njiru 《Technology, Pedagogy and Education》2013,22(2):221-234

There is a critical need for research into the use of digital technologies to support the assessment of performance on complex tasks in schools. This paper reports on a component of a pilot study aimed at investigating the use of digital forms of performance assessment, manageable within schools, with high levels of reliability and capable of being scaled up for statewide implementation. Student practical performances were represented in digital files, placed in an online repository and marked using both a standards‐reference and comparative pairs method. It was found that the short performance tasks exam was readily implemented and the work easily marked. The resulting scores were shown to be highly reliable and well correlated when compared with the other case studies and suitable for ranking students. However, the limitations of the tasks, time and scaffolding of the tasks reduced the study’s validity in assessing student capability in the course. Overall the results were encouraging and provide a basis for a larger and longer study that has commenced.  相似文献   

The relationship between physicians’ use of power stategies and type a orientation in physician‐patient communication     

Kevin G. Lamude  Diane Lamude  Joseph Scudder 《Communication Research Reports》2013,30(2):106-110

Employing a two sample design, this study examined the relationship between physicians’ use of Behavior Alteration Techniques (BATs) and physicians’ type‐A orientation. Patient and physician respondents reported selection of antisocial BATs was a significant predictor of type‐A physicians.  相似文献   

Students’ perceptions of instructors’ socio‐communicative style and the influence on instructor credibility and situational motivation   总被引：1，自引：0，他引：1  

Matthew M. Martin  Joseph L. Chesebro  Timothy P. Mottet 《Communication Research Reports》2013,30(4):431-440

This study investigated whether instructors with different socio‐communicative styles differed in their students’ perceptions of their credibility and their students’ Situationen motivation. Students (N = 260) completed a questionnaire on the class/instructor they had immediately before their current class. The questionnaire consisted of measures of assertiveness, responsiveness, credibility, and situational motivation. Instructors with the socio‐communicative style of competent were perceived highest in all three dimensions of credibility (expertise, character, and caring) and in students’ situational motivation. Instructors classified as noncompetent were perceived as lowest in caring and expertise, while instructors classified as aggressive were perceived as lowest in character. Additionally, situational motivation was positively correlated to all three dimensions of credibility. The results support the importance of instructors being able to display assertive and responsive communication behaviors.  相似文献   

Student Academic Support: A Validity Test     

Joseph P. Mazer  Blair Thompson 《Communication Research Reports》2013,30(3):214-224

Given the significant support system changes that students often experience at the university level, college students often view fellow students as their primary source of academic support. This study offers validity evidence for the Student Academic Support Scale (SASS), a 15-item, multidimensional measure that assesses informational, esteem, motivational, and venting support. Confirmatory factor analysis (CFA) of the SASS revealed close model fit, replicated prior CFA tests (Thompson & Mazer, 2009 Thompson , B. , & Mazer , J. P. ( 2009 ). College student ratings of student academic support: Frequency, importance, and modes of communication . Communication Education , 58 , 433 – 458 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]), and ultimately provided additional evidence for content validity. More important, correlations between student academic support, student motivation, affective learning, and engagement suggest that the SASS construct is related to other theoretically similar constructs, providing initial evidence for construct validity. Pedagogical implications and recommendations for future research are discussed.  相似文献   

At Sea: Reclaiming a Serials Collection at a Small Specialized Library     

Joseph A. Williams 《期刊图书馆员》2013,64(3-4):359-369

This article describes a multi-year project in which a small specialized academic library worked to restore and optimize its print serial holdings for preservation and access. After a review of the literature the article focuses on project work flow, preservation, bibliographic control, and the criteria for decision-making processes among the librarians to determine appropriate titles to keep or discard. Provided are data collected on titles, some statistics, and tentative future plans to augment access and digitize holdings.  相似文献