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Educational psychology courses should be the best taught courses on college campuses given that its instructors and textbook authors are resident experts in learning and teaching. More specifically, we contend that educational psychology courses should adhere to six principles. Educational psychology courses should: (a) be driven by teaching models, (b) integrate theory and practice, (c) provide opportunities to practice teaching skills, (d) present an integrated model for instructional planning, (e) prepare teachers to teach learning strategies, and (f) help students learn. We surveyed practicing teachers and analyzed current educational psychology texts and found that these principles are not upheld. We report on the principles, our findings, and how an educational psychology course that upholds these principles might be developed. 相似文献
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Our study explored the contribution of gender role stress (GRS) and sociocultural appearance demands to symptoms of muscle dysmorphia (MD) in a college sample of 219 women and 154 men. For women, five GRS subscales, sociocultural appearance demands, age, and frequency of aerobic exercise predicted MD symptoms (model R2 = .33; F(8,210) = 12.81, p < . 001); for men, only one GRS subscale, age, and sociocultural appearance demands predicted MD symptoms (model R2 = .40; F(3,150) = 9.52, p < .001). Post hoc analyses revealed that a small number of items explained a substantial portion of the variation, suggesting that MD may be more related to specific perceptions of pressure to attain an attractive body than to global gender role stress. 相似文献
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Within sport, a tremendous amount of effort is committed to the on-the-field performance of athletes and coaches, neglecting the off-the-field performance and development of sport managers. This study examines the impact of human resource training on the performance of five Canadian national sport organizations (NSO) and their managers (N = 22). Data were collected on three outcome variables (learning, individual performance, organizational performance) and three mediating variables (motivation to transfer, training design, organizational climate) at three time measures (pretraining, post-training1, post-training2). Results indicate that training improves the learning and individual performance of sport managers, as well as the organizational performance of NSOs. Varying relationships were found at each of the three time measures, demonstrating that a progression to training-related performance change exists. Implications and future research directions are discussed and highlighted the need for on-going training opportunities for Canadian sport managers. 相似文献
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Patti A. Freeman Ramon B. Zabriskie 《Journal of Adventure Education & Outdoor Learning》2013,13(2):131-145
Abstract The family is the fundamental unit in society and perhaps the oldest and most important of all human institutions. Several studies have indicated a positive correlation between strong, successful families and family participation in outdoor recreational activities. This paper addresses the role of structured outdoor recreation programming in family enrichment. Findings from two studies based in the United States are presented: one on the effect of a one-day family outdoor adventure program on parental and child perceptions of family functioning and the other from a qualitative inquiry into the meaning of family residential camping experiences. The first study collected both quantitative and qualitative data from 24 families who participated in an 8-hour outdoor adventure program. The second study utilized structured interviews with 11 families participating in a residential camp experience. Findings from both studies demonstrate that structured outdoor family recreation programming has a strong positive relationship with family strength. Furthermore, findings indicate that the type of outdoor adventure activities being used in the treatment of dysfunctional and maladaptive families is also effective in providing family enrichment experiences. 相似文献
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Patti Wilson 《Psychology in the schools》2004,41(3):301-311
This research study evaluated the efficacy of the Bracken Basic Concept Scale‐Revised (BBCS‐R; Bracken, 1998) and the Bracken Concept Development Program (BCDP; Bracken, 1986a) in a test‐teach‐test paradigm with students from a Head Start program. Prior to the intervention, 54 children were administered the BBCS‐R and were divided into three groups, two of which received basic concept instruction. Once the intervention was completed, the children were reassessed with the BBCS‐R. Posttest scores were calculated for each BBCS‐R subtest and the Total Test and School Readiness Composites after controlling for the pretest scores. A MANOVA and sequential ANOVAs were conducted and proved a significantly higher performance of the two intervention groups compared to the control group. Effect sizes for five of the six BBCS‐R subtests were classified as large, with the sixth (Time/Sequence) classified as medium. Discriminant function coefficients found that the Texture/Material subtest contributed the most to the detection of differences between the groups. However, no significant difference between the two intervention groups was found. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 301–311, 2004. 相似文献
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Gardner PS 《The Journal of perinatal education》2003,12(1):1-5
This paper addresses the meaningfulness of the childbearing experience and how a traumatic occurrence can affect women for years into the future. Every woman deserves to have a fulfilling childbearing experience, even if it may be different from the one she imagined. This paper examines the phenomenon of previous traumatic birth and its potential effects on choices during subsequent pregnancies. Discussion includes how childbirth educators can assist women in healing from past birth traumas and preventing them from recurring. 相似文献
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A constructivist-oriented inservice program provided teachers of mathematics (K-12) with intensive two-week summer institutes and weekly classroom follow-up. Pre- and post-program data on student outcomes indicate that, along with transformations in the nature and quality of mathematics activity in the classroom, students' beliefs about learning mathematics changed and elementary students' attitudes toward mathematics improved. Although the instruction they now received focused more on conceptual understanding and less on computational skill, students' scores on standardized tests assessing routine knowledge were maintained.An earlier version of this paper appeared in R. Underhill (ed.),Proceedings of the Thirteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
1, 43–49, Backsburg, VI. 相似文献
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Deborah Schifter 《Journal of Mathematics Teacher Education》1998,1(1):55-87
A successful practice grounded in the principles that guide the current mathematics education reform effort requires a qualitatively different and significantly richer understanding of mathematics than most teachers currently possess. However, it is not as clear how teachers' mathematical understandings develop and how those understandings affect instruction. This paper explores two avenues for K-6 teachers' mathematical development, (a) engagement in inquiry into mathematics itself, and (b) investigation of children's mathematical thinking, illustrating how the need for these two kinds of investigations arises in classroom situations and how they can be pursued in a professional development setting. 相似文献