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Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers
The present study investigates the emotional experience, expression, and regulation processes of high-quality Japanese elementary school teachers while they interact with children, in terms of teachers’ emotional competence. Qualitative analysis of interview data demonstrated that teachers had various emotional experiences including self-elicited negative emotions. The major expression patterns were identified as direct staging and the suppression of emotions. Teachers considered emotion expression in front of children as a skill, and their emotion regulation processes involved considering various purposes, appropriately using emotion expression, and ideal teacher images. The findings suggest that high-quality teachers effectively use emotional competence in teaching. 相似文献
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Anne R. Fitzpatrick Valerie B. Link Wendy M. Yen George R. Burket Kyoko Ito Robert C. Sykes 《Journal of Educational Measurement》1996,33(3):291-314
In one study, parameters were estimated for constructed-response (CR) items in 8 tests from 4 operational testing programs using the l-parameter and 2- parameter partial credit (IPPC and 2PPC) models. Where multiple-choice (MC) items were present, these models were combined with the 1-parameter and 3-parameter logistic (IPL and 3PL) models, respectively. We found that item fit was better when the 2PPC model was used alone or with the 3PL model. Also, the slopes of the CR and MC items were found to differ substantially. In a second study, item parameter estimates produced using the IPL-IPPC and 3PL-2PPC model combinations were evaluated for fit to simulated data generated using true parameters known to fit one model combination or ttle other. The results suggested that the more flexible 3PL-2PPC model combination would produce better item fit than the IPL-1PPC combination. 相似文献
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Reading and Mathematics tests of multiple-choice items for grades Kindergarten through 9 were vertically scaled using the three-parameter logistic model and two different scaling procedures: concurrent and separate by grade groups. Item parameters were estimated using Markov chain Monte Carlo methodology while fixing the grade 4 population abilities to have a standard normal distribution. For the separate grade-groups scaling, grade groupings were linked using the Stocking and Lord test characteristic curve procedure. Abilities were estimated using the maximum-likelihood method. In either content area, scatterplots of item difficulty, discrimination, and ability estimates from the two methods showed consistently strong linear relationships. However, as grade deviated from the base grade of four, the best-fit linear line through the pairs of item discriminations started to rotate away from the identity line. This indicated the discrimination estimates from the separate grade-groups procedure for extreme grades to be, on average, higher than those from the concurrent analysis. The study also observed some systematic change in score variability across grades. In general, the two vertical scaling approaches yielded similar results at more grades in Reading than in Mathematics. 相似文献
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Prosody refers to features of speech such as intonation, volume and pace. In this paper, we examine teacher–student dialogue in an English lesson at a secondary school in England, using Conversation Analysis notation to mark features of prosody. We also make connections with Goffman's theoretical concept of footing. We show that, within an episode of teacher-led plenary discourse, prosody may be used to signal shifts in footing between different kinds of pedagogic activity. We identify: (i) teacher-led IRF (Initiation–Response–Feedback) discussion; (ii) the teacher's modelling of exploratory talk; (iii) a shift to instruction-giving. If teachers are able to model the enquiring tone of exploratory talk, they may in turn encourage more thoughtful contributions from students. 相似文献
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Hiromi Shinno Satoshi Kurose Yutaka Yamanaka Kyoko Higurashi Yaeko Fukushima Hiromi Tsutsumi 《European Journal of Sport Science》2017,17(5):586-592
Purpose: Maintenance and enhancement of vascular endothelial function contribute to the prevention of cardiovascular disease and prolong a healthy life expectancy. Given the reversible nature of vascular endothelial function, interventions to improve this function might prevent arteriosclerosis. Accordingly, we studied the effects of a 6-month static stretching intervention on vascular endothelial function (reactive hyperaemia peripheral arterial tonometry index: RH-PAT index) and arterial stiffness (brachial-ankle pulse wave velocity: baPWV) and investigated the reversibility of these effects after a 6-month detraining period following intervention completion. Methods: The study evaluated 22 healthy, non-smoking, premenopausal women aged ≥40 years. Subjects were randomly assigned to the full-intervention (n?=?11; mean age: 48.6?±?2.8 years) or a half-intervention that included a control period (n?=?11; mean age: 46.9?±?3.6 years). Results: Body flexibility and vascular endothelial function improved significantly after 3 months of static stretching. In addition to these improvements, arterial stiffness improved significantly after a 6-month intervention. However, after a 6-month detraining period, vascular endothelial function, flexibility, and arterial stiffness all returned to preintervention conditions, demonstrating the reversibility of the obtained effects. Conclusion: A 3-month static stretching intervention was found to improve vascular endothelial function, and an additional 3-month intervention also improved arterial stiffness. However, these effects were reversed by detraining. 相似文献
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Nu Nu Wai Yukiko Hirakawa Kyoko Hirasawa John H. Giles 《Asia Pacific Education Review》2005,6(2):153-157
Problem solving as a skill is emphasized within the revised Japanese Course of Study for schools. This experimental study,
conducted among Japanese high school students, evaluates an effort to develop student ability to identify reasons fordifferent points of view, not just personally favored views. First, the ability of all students was tested using a reading literacy
question from the 2000 PISA test, which measures the reading skills of evaluation and reflection. The experimental group then
participated in a developmental learning activity. After the activity, all students were retested using the same PISA question.
Nothing conclusive was found regarding the general effectiveness of the lesson activity, but two insights were gained. It
was found that student self-awareness of the importance of the learning task and interactive learning are important to consider. 相似文献
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Student responses to a large number of constructed response items in three Math and three Reading tests were scored on two occasions using three ways of assigning raters: single reader scoring, a different reader for each response (item-specific), and three readers each scoring a rater item block (RIB) containing approximately one-third of a student's responses. Multiple group confirmatory factor analyses indicated that the three types of total scores were most frequently tau-equivalent. Factor models fitted on the item responses attributed differences in scores to correlated ratings incurred by the same reader scoring multiple responses. These halo effects contributed to significantly increased single reader mean total scores for three of the tests. The similarity of scores for item-specific and RIB scoring suggests that the effect of rater bias on an examinee's set of responses may be minimized with the use of multiple readers though fewer than the number of items. 相似文献
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