The Index of Forecasting Efficiency,for the Case of a “True” Criterion     

Herbert S. Conrad  George B. Martin 《Journal of Experimental Education》2013,81(3):231-244

A variety of personal characteristics have been shown to be influential in teacher-student relationships. The sex of the child as well as the appropriateness of his behavior were the factors evaluated in this study. An analysis of the results indicated that sex-inappropriate behavior was viewed less favorably than sex-appropriate behavior. A discussion of the results was presented with regard to support for previous studies and implications for future research.  相似文献   

Reducing teacher burnout: A socio-contextual approach     

《Teaching and Teacher Education》2013

The aim of this study was to examine the interrelation between teachers' proactive strategies and perceived teacher–working environment fit that would be mediated by the socio-contextual burnout experience. Altogether 2310 Finnish teachers completed the study's survey. The results indicate that teachers can learn the kinds of strategies that allow them to reduce burnout and construct a better working environment fit. Both the learning and use of the strategies is highly embedded in a school's social interactions.  相似文献   

适应数字图书馆需要 加快馆员队伍建设     

李斯青 《科学与管理》2009,(1):93-94

论职业技术学院在知识经济的新形势下,加强学校数字化、网络化图书馆员队伍的建设,适应时代的改革和发展。  相似文献   

员工社会化视角下的组织文化作用机制研究   总被引：1，自引：0，他引：1  

苏雪梅  葛建华 《科学学与科学技术管理》2009,30(12)

为考察组织文化对员工行为影响的内在机制,引入了组织认同和个人一组织价值观契合两个变量.在将组织文化置于社会化过程的视角下,试图研究组织文化社会化与员工工作投入、组织公民行为的关系,尤其是组织认同和个人一组织价值观契合在其中的中介作用.从7家国有企业得到的数据结果显示,组织文化社会化程度与员工工作投入和组织公民行为显著正相关,组织认同在两者之间起到部分中介作用;而个人一组织价值观契合则在组织文化社会化与组织认同之间起到部分中介作用.  相似文献   

浅谈健美操中美的表现形式     

王红芳 《山西师大体育学院学报》2000,15(1):28-32

随着全民健身计划的进一步实施,人们对健康与美的认识越来越深刻,而健美操这一运动项目,因为其美的各种表现形式越来越受到广大运动的青睐,章从健美操的造型美、节奏美和气质美三方面对美进行分析研究,提出正确的锻炼能提高人的身体素质和审美情趣。  相似文献   

浅谈健美操教学对推动学校素质教育的作用   总被引：1，自引：0，他引：1  

张萌 《南宁职业技术学院学报》2007,12(1):48-50

针对健美操的运动特点,分析其对人的形体和心理的影响,探讨了健美操对塑造形体,改善心理环境,调节心理的作用。  相似文献   

理想的大学体育课程--瑜伽     

郭兰  王鹏 《新疆教育学院学报》2006,22(1):132-135

瑜伽健身渊源古老。瑜伽健身的主要作用是通过各种身体姿势练习和语言冥想,调解、完善学生的神经系统和内分泌系统的功能。它对调节学生的心理健康有着独特的功效,能使学生的心理、生理、人生哲理三者有机地结合起来,并使它们相互联系、相互作用,从而促进学生的身心健康。因此,它是理想的大学体育课程。  相似文献   

第45和46个梅森素数的预测   总被引：1，自引：0，他引：1  

汪金兰  石勇国 《内江师范学院学报》2008,23(10):26-27

根据已发现的44个梅森素数,运用非线性拟合,给出了梅森素数分布的猜想,由此得到第45和46个梅森素数的范围和可能值,即％中声取自然对数的范围是[0．396283124964472n-0．251065835613184,0．396283124964472n＋1．3570453473079]．  相似文献   

Digital Module 10: Rasch Measurement Theory https://ncme.elevate.commpartners.com     

Jue Wang  George Engelhard 《Educational Measurement》2019,38(4):112-113

In this digital ITEMS module, Dr. Jue Wang and Dr. George Engelhard Jr. describe the Rasch measurement framework for the construction and evaluation of new measures and scales. From a theoretical perspective, they discuss the historical and philosophical perspectives on measurement with a focus on Rasch's concept of specific objectivity and invariant measurement. Specifically, they introduce the origins of Rasch measurement theory, the development of model‐data fit indices, as well as commonly used Rasch measurement models. From an applied perspective, they discuss best practices in constructing, estimating, evaluating, and interpreting a Rasch scale using empirical examples. They provide an overview of a specialized Rasch software program (Winsteps) and an R program embedded within Shiny (Shiny_ERMA) for conducting the Rasch model analyses. The module is designed to be relevant for students, researchers, and data scientists in various disciplines such as psychology, sociology, education, business, health, and other social sciences. It contains audio‐narrated slides, sample data, syntax files, access to Shiny_ERMA program, diagnostic quiz questions, data‐based activities, curated resources, and a glossary.  相似文献   

Not fit for purpose: a call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties     

Peter Imray  Viv Hinchcliffe 《Support for Learning》2012,27(4):150-157

The introduction of the National Curriculum in 1988 caused much discussion (some of it angst‐ridden) among both academics and practitioners working with pupils with severe and profound learning difficulties, and much of the meat (and the angst) of these discussions is still going on today. We argue that 24 years is a long experiment; that despite the best intentions of many, the experiment has failed; it is therefore well past time for separate and distinct pedagogies to be formulated for both severe and profound learning difficulties. Such pedagogies can only exist as part of the current National Curriculum if they are recognised as distinct curriculum models for those with severe and profound learning difficulties.  相似文献