Brief Research Report: The Message Behind Teacher Emotions     

Jamie L. Taxer  Anne C. Frenzel 《Journal of Experimental Education》2020,88(4):595-604

Abstract

We hypothesized that students use the message behind teacher emotions to interpret the cause of their failure and to form competence beliefs; hence, in failure situations teacher anger could be beneficial. In Experiment 1, participants made judgments about another student’s failure in the face of teacher pity versus anger. Lack of ability attributions were made and low competence was perceived, when pity was interpreted as the teacher attributed the failure to lack of ability. Lack of effort attributions were made when anger was interpreted as the teacher attributed the failure to lack of effort. Experiment 2 replicated and extended these findings by examining students responses to their own failure. Findings imply that expressing anger is less detrimental than many teachers suppose.  相似文献   

Instructional design,facilitation, and perceived learning outcomes: an exploratory case study of a human trafficking MOOC for attitudinal change     

Sunnie Lee Watson  Jamie Loizzo  William R. Watson  Chad Mueller  Jieun Lim  Peggy A. Ertmer 《Educational technology research and development : ETR & D》2016,64(6):1273-1300

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Opening Oz's curtain: who’s really running the annual IEP meeting to discuss secondary transition issues?     

Jamie L. Doronkin  James E. Martin  Barbara A. Greene  Belkis Choiseul‐Praslin  Faye Autry‐Schreffler 《Journal of Research in Special Educational Needs》2020,20(3):206-216

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Contents Volume 16 (2003)     

Amanda C. Walley  Jamie L. Metsala  Victoria M. Garlock 《Reading and writing》2003,16(8):805-808

Volume Contents

Contents Volume 16 (2003)  相似文献   

The Great Media Debate and TPACK: A Multidisciplinary Examination of the Role of Technology in Teaching and Learning     

Jamie L. Sickel 《Journal of Research on Technology in Education》2019,51(2):152-165

This article bridges the fields of instructional design and teacher education, presenting and modernizing the media influence debate and synthesizing it with the technological pedagogical and content knowledge (TPACK) framework. Five modern technologies are presented as media comparison studies, analyzed from both the medium-as-variable and medium-and-method-as-variable perspectives, and highlighted in an example teaching and learning scenario analyzed for TPACK. The media debate is newly synthesized with TPACK, acknowledging the teacher as a critical variable in instructional success, and implications for research and teacher education and professional development are presented.  相似文献   

‘A new discovery’ of Charles Hoole: method and practice in seventeenth-century English education     

Jamie Gianoutsos 《History of education》2019,48(1):1-18

This article offers the first modern explication of the educational writings of Charles Hoole (1610–1667), arguing that his writings offer significant insight into the educational aims and methods of school instructors in seventeenth-century England. From attending to the needs of slow learners, to promoting learning games, to emphasising that children should be treated as rational actors, Hoole’s A New Discovery of the Old Art of Teaching Schoole (1660) fused theoretical expositions on the aims of education with practical recommendations to schoolmasters on how to succeed in these aims. Hoole’s writings, as well as the earlier humanist pedagogical treatises of his peers, demonstrate that early and mid-seventeenth-century schoolmasters were already discussing and potentially implementing a number of educational initiatives that historians have traditionally credited to John Locke and later eighteenth-century educational theorists.  相似文献   

On the number of terms used in automatic query expansion     

Paul Ogilvie  Ellen Voorhees  Jamie Callan 《Information Retrieval》2009,12(6):666-679

This paper investigates the number of expansion terms to use in automatic query expansion by examining the behavior of eight retrieval systems participating in the NRRC Reliable Information Access Workshop. The results demonstrate that current systems are able to obtain nearly all of the benefit of using a fixed number of expansion terms per topic, but significant additional improvement is possible if systems were able to accurately select the best number of expansion terms on a per topic basis. When optimizing average effectiveness as measured by mean average precision, using a fixed number of terms increases the score a large amount for a small number of topics but has little effect for most topics. The analysis further suggests that when a topic is helped by automatic feedback, the increase is from a set of terms that reinforce each other rather than from the system finding a single excellent term.  相似文献   

Hot hands,cold feet? Investigating effects of interacting constraints on place kicking performance at the 2015 Rugby Union World Cup     

Chris Pocock  Neil E. Bezodis  Keith Davids  Jamie S. North 《European Journal of Sport Science》2018,18(10):1309-1316

Place kicks in Rugby Union present valuable opportunities to score points outside the spatiotemporal dynamics of open play but are executed under varying performance constraints. We analysed effects of specific task constraints and relevant contextual factors on place kick performance in the 2015 Rugby Union World Cup. Data were collected from television broadcasts for each place kick. In addition to kick outcomes, contextual factors, including time of the kick in the match, score margin at the time of the kick, and outcome of the kicker’s previous kick, were recorded. Effects of spatial task constraints were analysed for each kick, using distance (m) and angle (°) of the kick to the goalposts. A binomial logistic regression model revealed that distance from, and angle to, the goalposts were significant predictors of place kick outcome. Furthermore, the success percentage of kickers who missed their previous kick was 7% lower than those who scored their previous kick. Place kick success percentage in the 10 minutes before half-time was 8% lower than the mean tournament success percentage, which was 75% (95% CI 71–78%). The highest kick success percentage was recorded when scores were level (83%; 95% CI 72–91%). Our data highlighted how subtle changes in task constraints and contextual factors can influence performance outcomes in elite performers in international competition. Fluctuations in place kick success suggested that individual constraints, such as thoughts, emotions and fatigue, induced during competition, could interact with perceptions to influence emergent performance behaviours.  相似文献   

Psychological support for sport coaches: an exploration of practitioner psychologist perspectives     

Sarah Kelly  Richard Thelwell  Jamie B. Barker  Chris G. Harwood 《Journal of sports sciences》2018,36(16):1852-1859

In the present study we add to the literature by exploring the degree to which UK practitioner psychologists perceive themselves able to support sport coaches, and how professional training prepares psychologists for coach work across performance domains. Ten participants comprising seven sport and exercise psychologists with Health Care Professions Council (HCPC) practitioner psychologist status and three trainee psychologists studying towards the British Psychological Society (BPS) qualification in sport and exercise psychology (QSEP) were individually interviewed. All participants reported prior experience of working with coaches across all performance domains. We explored: practitioner’s understanding of the challenges coaches face within their job; practitioner’s experiences of coach work; perspectives about the ways in which practitioners could and should support coaches; and, the degree to which professional training prepares practitioners for coach work. Using recommended procedures of Connelly and Peltzer, content analysis revealed practitioners perceived the challenges faced by coaches are different at grassroots level compared to those working with elite athletes, and that practitioners require skills to provide one-to-one coach support and group-based interventions. All practitioners perceived that training programmes do not adequately equip trainees with skills required for coach work. We discuss the implications for enhancing practitioner training in the UK.  相似文献   

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom     

Jamie L. Jensen  Emily A. Holt  Jacob B. Sowards  T. Heath Ogden  Richard E. West 《Journal of Science Education and Technology》2018,27(6):523-535

In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.  相似文献