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31.
Dale J. Vidmar 《Research Strategies》2005,20(3):135-148
Reflective peer coaching is a formative model for improving teaching and learning by examining intentions prior to teaching, then reflecting upon the experience. The goal of reflective peer coaching is to promote self-assessment and collaboration for better teaching and ultimately better learning. There are obvious benefits to colleagues collaborating and sharing ideas, thoughts, and observations. However, many models of assessing teaching effectiveness focus on summative evaluation in which colleagues observe each other once or twice a year and fill out institutional evaluation forms. Rarely do colleagues engage in formative conversations about teaching that are guided by the instructor's personal goals and objectives. Reflective peer coaching necessitates a ten-minute planning conversation prior to the actual lesson and a ten-minute reflective conversation after the lesson. These conversations happen regularly and frequently to build self-awareness and self-assessment of the personal craft of teaching. The following article outlines the dynamics of the reflective peer coaching process as a formative assessment model that leads to better learning through improved teaching. 相似文献
32.
The present study examined the influence of Santa Claus and the Easter Bunny on children's donations near the Easter season. Kindergarten and first-grade children were asked to tell stories about Santa Claus, the Easter Bunny, or pets, for which they received nine pieces of gum. They were then encouraged to donate any amount of their gum to handicapped children. Main effects were found only for grade, with first-grade children donating significantly more than kindergarten children. In addition, a significant interaction was obtained between grade and type of story elicited from the child. This interaction revealed that for kindergarten children, the type of story failed to influence donations, whereas for first-grade children, stories referring to Santa Claus increased donations relative to stories told about the Easter Bunny or pets. 相似文献
33.
竞技体育中的攻击与暴力:运动心理学界的一次争论 总被引:12,自引:3,他引:9
石岩 《天津体育学院学报》2003,18(4):1-4
近年来,国际运动心理学界围绕竞技体育中攻击与暴力的问题展开了一次争论。起因是国际运动心理学会发表《体育中攻击与暴力:国际运动心理学会的立场》文章后受到质疑,于是双方在体育中攻击与暴力的本质、运动员和观众攻击与暴力的区分、媒体的影响、裁判员的角色以及国际运动心理学会的忠告等问题上进行了激烈的辩论。在介绍、审视这次争论基础上,对国际运动心理学会的作法提出了自己的看法。 相似文献
34.
心理和谐、家庭和谐与社会和谐 总被引:2,自引:0,他引:2
LI Shu-yi 《湖南民族职业学院学报》2007,(2)
家庭是社会的细胞。家庭和谐了,社会和谐也就有了基础。家庭成员的心理状况对构建和谐家庭有着十分重要的影响。以和谐心理教育为切入点,调适家庭成员的心理,促进家庭成员个体自身及其相互之间的和谐,是构建和谐家庭,促进社会和谐的有效途径。 相似文献
35.
When feedback is provided to students in a norm-referenced manner that compares the individual's performance to that of others, people who perform poorly tend to attribute their failures to lack of ability, expect to perform poorly in the future, and demonstrate decreased motivation on subsequent tasks. The present study examined the hypothesis that the deleterious effects of failure might be attenuated when failure is expressed in self-referenced terms—relative to the individual's known level of ability as assessed by other measures. In this study, subjects received feedback indicating that they did well or poorly on an anagram test, and this feedback was described as either norm-referenced (comparing the individual's performance to that of others) or as self-referenced (comparing performance to other measures of the individual's ability). As predicted, compared to norm-referenced failure, self referenced feedback resulted in higher expectancies regarding future performance and increased attributions to effort. Contrary to expectations, attributions to ability were not affected. The implications of the results for the structure of academic feedback are discussed. 相似文献
36.
37.
Mark Grabe 《Contemporary educational psychology》1985,10(2):113-126
Self-worth theorists have claimed that students of lower ability may reduce effort in likely failure situations to avoid the attribution of poor performance to their own incompetence. The likely success of mastery learning, an instructional technique stressing student persistence, has been questioned because of this phenomenon. Several studies which examined the hypothesized relationship between achievement, effort, and perceived ability within a mastery context were conducted. In none of the studies did it appear that students reduced effort because of the threat of failure or that expending effort led to lower estimates of ability. In fact, students expending effort rated their ability as having a more positive influence on performance than less persistent students. It is argued that mastery learning, like some achievement change programs, encourages students to attribute their performance to their level of effort. 相似文献
38.
Raymond W. Kulhavy Mary T. White Bruce W. Topp Ann L. Chan James Adams 《Contemporary educational psychology》1985,10(3):285-291
College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension. 相似文献
39.
通过对竞技体操运动员赛前心理压力成因进行研究,结果表明内因和外因双重因素的影响使他们在比赛中很难发挥自己的正常水平.对归因提出了几点具体控制方法与手段,供教练员和运动员借鉴. 相似文献
40.
Verbal intelligence, English-language skills, personality, and attitude scales were used as predictors of academic performance in 230 male and female arts students at the University of Hong Kong. A series of bivariate, multiple, and canonical correlation analyses were performed. The results showed that verbal intelligence and attitudes, excepting study orientation, were not predictive of performance. English-language skills had the most predictive value, accounting for about 10% of the variance of performance measures. Personality variables failed to predict performance when composite criterion measures (GPAs) were used; however, they proved to be of predictive value when results of individual academic subjects were used as criterion measures. The study points to the importance of using noncomposite criterion measures in prediction and of considering the cultural context of achievement. 相似文献