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Alf Lizzio Keithia Wilson Veronica Hadaway 《Assessment & Evaluation in Higher Education》2007,32(2):195-213
This study aimed to identify the manner in which university students construe ‘fair treatment’ and how justice related processes are perceived to influence students’ psychological identification with their academic department. In the first study, 342 undergraduate psychology students completed two questionnaires: one measured various aspects of interpersonal, procedural and outcome fairness in their department, and the other measured their level of psychological identification with the department. Students construed the fairness of their learning environment in terms of two conceptually distinct justice factors: respectful partnership between staff and students reflecting primarily interpersonal justice considerations; and systemic fairness reflecting a concern for accessible information and effective problem‐solving procedures. Hierarchical regression analyses indicated that although both justice factors significantly influenced students’ psychological identification with their department, interactional justice concerns (i.e., respectful staff–student partnership) were most strongly predictive. In the second study (n = 87), students’ perceptions of fairness were found to share substantial variance with their ratings on the good teaching and clear goals scales of the Course Experience Questionnaire. 相似文献
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Fredrik Tinmark John Hellström Kjartan Halvorsen Alf Thorstensson 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):236-244
The aim of this study was to investigate whether kinematic proximal-to-distal sequencing (PDS) and speed-summation are common characteristics of both partial and full-swing shots in golf players of different skill levels and genders. A total of 45 golfers participated, 11 male tournament professionals, 21 male and 13 female elite amateurs. They performed partial shots with a wedge to targets at three submaximal distances, 40, 55 and 70 m, and full-swing shots with a 5 iron and a driver for maximal distance. Pelvis, upper torso and hand movements were recorded in 3D with an electromagnetic tracking system (Polhemus Liberty) at 240 Hz and the magnitude of the resultant angular velocity vector of each segment was computed. The results showed a significant proximal-to-distal temporal relationship and a concomitant successive increase in maximum (peak) segment angular speed in every shot condition for both genders and levels of expertise. A proximal-to-distal utilization of interaction torques is indicated. Using a common PDS movement strategy in partial and full-swing golf shots appears beneficial from mechanical and control points of view and could serve the purpose of providing both high speed and accuracy. 相似文献
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Educational Studies in Mathematics - The articles in this special issue, collectively, provide overwhelming evidence that a curriculum which has as its primary basis the counting of discrete... 相似文献
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This study investigated supervisees’ perceptions of the learning processes and outcomes of professional supervision. Two hundred and sixty-four psychology graduates involved in the process of professional supervision for registration responded to a mail survey regarding their supervisor's approach to supervision, their own approach to supervision and their perceptions of the overall effectiveness of the process. Findings suggest that professional supervision can be readily conceptualised as a learning relationship. Supervisees’ approaches to supervision comprised the three dimensions of surface-disorganised, evaluation anxiety, and endorsement of supervisor capability. Supervisors’ approaches to supervision were understood by supervisees in terms of facilitative and didactic approaches to learning. A facilitative approach to supervision was associated with enhanced evaluations of supervisor capability and a reduction in supervisee confusion and anxiety. A facilitative, but not a didactic, supervisory approach positively influenced supervisees’ perceptions of the effectiveness of supervision. 相似文献
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Tinmark F Hellström J Halvorsen K Thorstensson A 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(4):236-244
The aim of this study was to investigate whether kinematic proximal-to-distal sequencing (PDS) and speed-summation are common characteristics of both partial and full-swing shots in golf players of different skill levels and genders. A total of 45 golfers participated, 11 male tournament professionals, 21 male and 13 female elite amateurs. They performed partial shots with a wedge to targets at three submaximal distances, 40, 55 and 70 m, and full-swing shots with a 5 iron and a driver for maximal distance. Pelvis, upper torso and hand movements were recorded in 3D with an electromagnetic tracking system (Polhemus Liberty) at 240 Hz and the magnitude of the resultant angular velocity vector of each segment was computed. The results showed a significant proximal-to-distal temporal relationship and a concomitant successive increase in maximum (peak) segment angular speed in every shot condition for both genders and levels of expertise. A proximal-to-distal utilization of interaction torques is indicated. Using a common PDS movement strategy in partial and full-swing golf shots appears beneficial from mechanical and control points of view and could serve the purpose of providing both high speed and accuracy. 相似文献
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The professional supervision of new graduates to ensure both their effectiveness with clients and their personal learning and development is a common feature of a range of human services contexts. This study investigated psychology supervisees’ perceptions of relationship processes and outcomes in professional supervision. The relationship constructs of supervisor support, challenge and openness were investigated and related to the outcome variables of supervisee anxiety and perceived effectiveness of supervision. Psychology graduates (n=261) involved in the process of professional supervision for registration responded to a mail survey regarding the quality of their supervisory relationship. Findings established the relationship dimensions of levels of supervisor challenge, supervisor support and supervisor openness as independent but related constructs. Supervisees’ perceptions of supervisor support and openness predicted their perceptions of supervisor effectiveness. Supervisees’ perceptions of level of supervisor challenge predicted their self-reported levels of evaluative anxiety or defensiveness in the supervisory process. 相似文献
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Liv Thorstensson Davila 《Educational Studies A Journal of the American Educational Studies Association》2014,50(5):447-463
Drawing on a year-long qualitative study, this article examines how one refugee student from the Vietnamese Central Highlands negotiated social and cultural constructions of patriotism and citizenship in a Junior Reserves Officer Training Corps (JROTC) class at an urban high school. Data are analyzed using Butler's (1990) the theory of performativity, and illustrate how this student appropriated and transformed language and ritualized action to assert individuality in an otherwise rule- and routine-driven classroom context. I conclude by theorizing cultural practices of citizenship as they relate to the education of refugee and immigrant youth, and argue that researchers and practitioners must acknowledge the pedagogical and social impact of peripheral spaces in school, such as the JROTC classroom, in shaping many students’ trajectories in and beyond school. 相似文献
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We illustrate and exemplify how the idea of reflection is framed by the enactive concept of “deliberate analysis”. In keeping with this frame, we do not attempt to define reflection but rather work on the question of “how do we do reflecting?” within such a frame. We set out our enactivist theoretical stance, in particular pointing to implications for how we can learn from experience and showing the role of “deliberate analysis”. We then describe, drawing on education literature, what is generally seen as the purpose of reflection and review some existing conceptualizations in mathematics education, pointing out where we draw distinctions. To illustrate how we do reflecting, we offer excerpts from two lessons of an expert teacher and the writing of a prospective teacher. We exemplify how reflecting as deliberate analysis leads to a way of working with teachers supporting them in handling multiple views and ambiguity, their actions being contingent upon their students’ actions in learning mathematics. 相似文献
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Angus Alton Alf Massey 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):105-109
General Certificate of Secondary Education (GCSE) examinations are taken by almost all pupils in England, Wales and Northern Ireland at age 16 years. General Certificate of Education Advanced level (GCE A‐level) examinations are normally taken by relatively able students at age 18. The effect of month of birth on attainment in these public examinations is investigated through a database which brings together the 1991 GCSE results and the 1993 GCE A‐level results of all candidates born between September 1974 and August 1975. Older pupils perform best at GCSE but not at GCE A‐level. Selection effects on entry to A‐level courses appear to explain why this is the case. 相似文献