Media messages on their own terms - an update     

Danny G. Langdon 《Performance Improvement》1985,24(5):16-23

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Are teachers’ subjective feelings linked with need-supportive and need-thwarting motivating styles? A cross-lagged pilot study in physical education     

Burel  Nicolas  Tessier  Damien  Langdon  Jody 《European Journal of Psychology of Education - EJPE》2021,36(4):1221-1241

This article examines the relations between the teachers’ subjective feeling and their motivating teaching style during physical education lessons. Doing so, it aimed at better understanding the emotional antecedents of the teaching behaviors. Twelve volunteer physical education teachers were filmed with their respective classes to assess the motivating style they used during their intervention. Immediately after, the subjective feelings they felt during the lesson were assessed using the affective slider in a video-based session. Cross-lagged multilevel modeling was then performed, controlling for emotional exhaustion level and demographic factors. Results showed that, at the within level, subjective pleasant feelings predicted positively the relatedness-supportive dimension of the motivating style, and negatively the controlling dimension. At the between level, the controlling dimension of the motivating style was positively related to the pleasant subjective feelings while the relatedness-thwarting dimension was negatively related to them. While literature has mainly examined the cognitive antecedents of teachers’ motivating styles, this study emphasizes the emotional processes occurring during the lesson. Based on the conceptual framework of teachers’ emotions model proposed by Frenzel (2014), results indicate that teachers react to their subjective feelings, modifying the way they interact with students accordingly. In parallel with cognitive determinants of teaching, the emotional dimension thus deserves to be more deeply considered in future teaching training programs.

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Taking the “H” out of HPT     

Danny Langdon 《Performance Improvement》2000,39(1):5-8

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Language disorder or difference: assessing the language skills of Hispanic students     

H W Langdon 《Exceptional children》1989,56(2):160-167

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Executive function and language in deaf children     

Figueras B  Edwards L  Langdon D 《Journal of deaf studies and deaf education》2008,13(3):362-377

The relationship between language and executive function (EF) and their development in children have been the focus of recent debate and are of theoretical and clinical importance. Exploration of these functions in children with a peripheral hearing loss has the potential to be informative from both perspectives. This study compared the EF and language skills of 8- to 12-year-old children with cochlear implants (n = 22) and nonimplanted deaf children (n = 25) with those of age-matched hearing controls (n = 22). Implanted and nonimplanted deaf children performed below the level of hearing children on tests assessing oral receptive language, as well as on a number of EF tests, but no significant differences emerged between the implanted and nonimplanted deaf groups. Language ability was significantly positively associated with EF in both hearing and deaf children. Possible interpretations of these findings are suggested and the theoretical and clinical implications considered.  相似文献   

Need supportive instructor training: perspectives from graduate teaching assistants in a college/university physical activity program     

Jody L. Langdon  Megan Wittenberg 《Physical Education & Sport Pedagogy》2019,24(1):16-30

Background: In the U.S. college/university setting, physical activity courses are often offered as part of the general education program, where students earn college credits towards the completion of their degree program. These courses are typically taught by graduate teaching assistants (GTAs), who face several challenges in instructing undergraduate students. Often, GTAs are thrust into their roles without the preparation that traditional teachers receive as customary with education degrees. Literature on need supportive teacher training, as part of self-determination theory, indicates that teachers including GTAs, can be successfully trained to meet the needs of their students regardless of years of previous experience. Presently, there is little information on the impact of such a training program from the perspective of the GTAs participating in the program.

Purpose: The aim of this study is to provide in-depth perspectives on need supportive training through examination of GTAs reflections of the training process.

Participants and setting: Fourteen GTAs from a university physical activity and healthful living program were recruited for this study, but two dropped out. All participants taught one of the following courses: aerobics, basketball, body conditioning, bowling, flag football, golf, racquetball, soccer, tennis, ultimate frisbee, volleyball, or yoga.

Data collection: Teaching reflections were written by participants at the end of a year-long training program.

Data analyses: Written reflections completed by the GTAs were analyzed via content analysis. Data were organized by how strategies were implemented, most/least successful use of the strategies, and adherence to the training. Once organized, the data was examined by two different researchers independently and themes were shared with participants as part of the member checking process. Searches for negative cases were utilized during the analysis process as well.

Findings: Across the data, it was determined that the GTAs felt the training to be beneficial, influencing much of how they worked with students. Results suggested that GTAs found several ways to implement the reviewed need supportive teaching strategies, including giving students the choice of activities and group membership. They were also able to better respond to students’ negative affect and give explanatory rationales. Goal setting was a consistently used strategy by the GTAs; however, it was cited as one of the least successful strategies due to the inability to effectively follow-up on the goals made during classes with the students. Additionally, it was noted that the GTAs had difficulties with devising their own ways of implementing the strategies and relied heavily on the examples that were provided during their training sessions.

Conclusion: In better understanding, the perceptions of GTAs who engage in need supportive training programs, researchers can better gauge the effectiveness of such programs and how they can be improved. Future research should focus on how to help GTAs to engage in more creative ways of using need supportive teaching strategies in physical activity environments.  相似文献   

Mind the performance     

Danny G. Langdon 《Performance Improvement》2010,49(8):7-13

To become both a science and a profession of scientists of human performance technology, it is time to settle on a formula (i.e., model) that defines the cornerstone of our technology, that is, performance. This article presents the need for a commonly understood and applied model of performance and proposes a dialogue towards a common performance model that works with management and workers in any organization.  相似文献   

Bringing sense to competency definition and attainment     

Danny Langdon  Kathleen Whiteside 《Performance Improvement》2004,43(7):10-15

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A Look into the Future of Human Performance Technology     

Danny G. Langdon 《Performance Improvement》1997,36(6):6-9

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The Whale and the Reactor: A Personal Memoir     

Langdon Winner 《Journal of American culture (Malden, Mass. : 2003)》1980,3(3):446-455

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