Ikastola in the twentieth century: an alternative for schooling in the Basque Country     

Irene López‐Goñi 《History of education》2013,42(6):661-676

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Predictive value of coaches’ early technical and tactical notational analyses on long-term success of female handball players     

Jörg Schorer  Irene Faber  Till Koopmann  Dirk Büsch  Joseph Baker 《Journal of sports sciences》2020,38(19):2208-2214

ABSTRACT

Despite the importance of technique and tactics for athlete performance, there has been surprisingly little research on the value of these skills in talent identification and development. This study investigated the relationship between coaches’ early notational analyses of female youth handball players and the long-term success of these athletes. Participants included sixty-eight female handball players involved in a talent selection camp in Germany when they were between 12 and 14 years of age (mean = 14.42, SD = 0.42). All subsequently ended up as non-, semi- or professional adult players. During the initial selection camp, participants were evaluated on a range of quantitative and qualitative measures of technical and tactical skill. Results indicated significant differences between the groups, but only for the number of actions taken, not for the quality of those actions. While this seems counterintuitive, it may reflect the likelihood that more skilled and/or talented players take more actions. Further work is necessary to explore the validity and implications of these findings.  相似文献   

Attracting and retraining Hispanics in math and science teacher education     

Roy C. Rodriguez  Irene V. Rodriguez 《The Teacher Educator》2013,48(4):9-15

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Effects of instruction and stage-fright on intelligence testing     

Joost Meijer  Ron Oostdam 《European Journal of Psychology of Education - EJPE》2011,26(1):143-161

In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and, in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated instruction; a reassuring, task-orientated instruction; and an ambiguous instruction. Before the instruction, trait anxiety was measured with the trait version of the state-trait anxiety questionnaire and negative fear of failure with a standard questionnaire. Within each instructional condition, there were two test sessions with four intelligence tests each. Before each session, state anxiety was measured with the state version of the state-trait anxiety questionnaire and test anxiety with a standard test anxiety questionnaire. It turns out that state anxiety and test anxiety do not increase more rapidly as a function of anxiety disposition under stressful conditions compared with reassuring conditions. As in previous research, stage-fright effects were observed in the sense that repeated measures of state anxiety and test anxiety showed a decline of average anxiety levels.  相似文献   

Conceptions of e‐learning and professional development for e‐learning held by tertiary educators in New Zealand     

Sarah J. Stein  Kerry Shephard  Irene Harris 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):145-165

The conceptions an individual holds about a phenomenon can influence and determine associated behaviours and perspectives. Consequently, they have a bearing upon how learning about a phenomenon is undertaken and how that phenomenon is experienced and applied in context. A phenomenographic research approach was used to gather the expressed experiences of e‐learning and professional development for e‐learning held by teachers and support staff from institutions across New Zealand. Five conceptions of e‐learning (as tool and equipment; as a facilitator of interaction; as learning; as a reduction in distance; and as a collaborative enterprise) and four conceptions of professional development for e‐learning (as training; as opening up possibilities; as collaboration; and as relevant and purposeful) were discovered. In this report, we discuss the conceptions, and show how they are interrelated through outcome space. Implications for the professional development of tertiary teachers and teaching support staff are outlined. The study provides some insights for individuals, institutions and those responsible for planning and implementing professional development programmes to help them to support the development and progress of e‐learning in appropriate and rewarding directions.  相似文献   

Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts     

Irene Biza  Elena Nardi  Theodossios Zachariades 《Journal of Mathematics Teacher Education》2007,10(4-6):301-309

Research often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of $ {\left| x \right|} + {\left| {x - 1} \right|} = 0 $ ) of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore.  相似文献   

Videoconferencing in Math and Science Preservice Elementary Teachers’ Field Placements     

Irene Plonczak 《Journal of Science Teacher Education》2010,21(2):241-254

This study was designed to examine benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th grade classes in a major urban public school. Two major results of this study indicate that: (1) teaching through videoconferencing highlights strengths and weaknesses in questioning skill techniques that are at the heart of an inquiry-based approach; (2) teaching through videoconferencing raises the intellectual challenge of teaching and allows preservice teachers to look face to face into their limited understanding of the content matter in math and science.  相似文献   

Book reviews     

Wilna A.J. Meijer 《British Journal of Religious Education》2010,32(1):77-87

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Book Review: R.J. Cox and D.A. Wallace (eds.), Archives and the Public Good. Accountability and Records in Modern Society Westport. (2002) Quorum Books, 340 pp. 57,95 UK pounds.     

Albert Jacob Meijer 《Archival Science》2003,3(3):315-318

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Cross‐national Similarities and Differences in Employee Perceptions of Issues in the Work Environment     

David Ripley  Irene Hudson  Robin Turner  AAhad Osman‐Gani 《Performance Improvement Quarterly》2006,19(1):41-66

This exploratory study examines cross‐national similarities and differences in employee perceptions of issues in the work environment in 17 organizational work settings in seven Asia‐Pacific countries; Australia, Malaysia, New Zealand, Singapore, South Korea, Taiwan, and the United States. Employees at these 17 sites indicated their degree of agreement with statements about 60 work environment issues which previous research has shown impact performance. Resulting data were compared using coefficients of concordance as described by Gibbons (1971) at three levels of analysis. Analysis indicated that differences and similarities in responses did not reflect those one would expect to find based on previous well‐known research concerning cultural differences in those same countries (Hall, 1976; Hofstede, 1980, 2001). This suggests that relying primarily on national cultural differences is not a sufficient guide for the design of performance improvement interventions in various countries and that other context factors need to be taken into account. Possible hypotheses for future research are offered.  相似文献