教师教学自主权与教师领导力的关系：心理授权和教学自主性的中介作用

教师领导力是指教师在课堂内外带领同事提升专业技能,与其他教师和校长合作处理学校事务的一种专业特质。为探究教师教学自主权与教师领导力的关系,以及教师心理授权和教学自主性的中介作用,从而寻求提升教师领导力的路径,研究选取403名中小学教师进行问卷调查。结果发现：（1）教学自主权与教师领导力呈显著正相关,且前者对后者有显著直接效应;（2）教师心理授权和教学自主性分别在教学自主权与教师领导力间发挥部分中介作用;（3）教师心理授权和教学自主性在教学自主权对教师领导力间发挥部分链式中介作用,即教学自主权的提高会促进教师心理授权和教学自主性的提升,进而促进教师领导力的发展。     

医学影像学见习应用PACS教学法与传统读片教学法的对比研究

将中南大学湘雅医学院2010级临床医学五年制197名学生随机分成两组,在医学影像学见习教学过程中分别应用影像存储及传输系统（PACS）教学法（98人）及传统读片教学法（99人）,学期结束时对两组学生考试成绩进行分析,并对PACS组学生进行问卷调查及结果分析.统计数据显示,PACS组学生读片测验及卷面考试中,病例分析题成绩显著高于传统读片组,问卷调查显示PACS组学生大多数认可该教学方法.因此,应用PACS教学有助于提高学生的临床分析能力及主动学习的能力,是学生欢迎的教学方式.但对医学影像学基本知识的传授,应用PACS法较传统读片法并无明显优势.     

Do students feel authentic in integrated RE? A quantitative analysis

Abstract

The purpose of this article is to present quantitative results concerning students’ sense of authenticity during a teaching experiment conducted in Finnish ninth grade religious education classes in 2014. In this experiment, students (N = 24) from three different faith traditions (Lutheran, Orthodox, secular humanist) studied ethical contents together on four subsequent lessons. The analysis showed some differences in students’ experiences of common trait authenticity and lesson-specific experiences of state authenticity but in general, the students felt welcome in the integrated RE lessons. There was not a lot of difference between girls and boys but Orthodox students seemed to be more complacent than the other students. This article adheres to the view that the ability to be authentic is one of the prerequisites of successful spiritual education and it seems that meeting this prerequisite is possible, even among students who have previously studied in segregated religious education.     

Lost in the great divide: Motivation in religious studies classrooms

One of the most illuminating finds in Barbara E. Walvoord's Teaching and Learning in College Introductory Religion Courses (2008) is what she calls “the great divide,” a mismatch between instructors’ goals for their courses, which are academic, and the students’ reasons for taking them, which relate to their personal interests and development. Motivation – or, rather, the lack thereof – is not explicitly considered as a potential victim of this mismatch. This article will turn its attention squarely to this issue. First, I will review data about the “great divide” and link them to the common practice of asking our students to bracket the personal when they take our courses. The article will juxtapose this practice with what research tell us about motivation, which will allow us to further explore why the divide Walvoord and others have identified is so problematic. The article will conclude with pedagogical strategies that can help instructors intentionally influence motivation in religion courses. Ultimately, I suggest that we may be doing students – as well as ourselves, as the purveyors of our discipline – a disservice, if we do not attend to (or, worse, if we actively avoid) what we know motivates students to learn.     

Intersection of race,gender, and nationality in teaching about race and racism

Teaching about race and racism is important in social work education, yet at times it can present perplexing experiences for some faculty members. Using the concept of intersectionality, this paper presents a narrative on my experience of teaching race and racism as a Black, female professor from the Caribbean. Examples of my pedagogical responses during these experiences are presented.     

The effect of perceived stress and specialization on the relationship between perfectionism and burnout in collegiate athletes

Background: Athletic burnout is common when demands of the sport exceed the rewards. Individuals with certain personality dispositions, such as perfectionism, are at increased risk of experiencing perceived stress and subsequent burnout (Fender, L. K. (1989). Athlete burnout: Potential for research and intervention strategies. The Sport Psychologist, 3, 63–71. doi:10.1123/tsp.3.1.63; Gould, D., Tuffey, S., Udry, E., &; Loehr, J. (1996). Burnout in competitive junior tennis players: I. A quantitative psychological assessment. The Sport Psychologist, 10, 322–340. doi:10.1123/tsp.10.4.322; Stoeber, J. (2011). The dual nature of perfectionism in sports: Relationships with emotion, motivation, and performance. International Review of Sport and Exercise Psychology, 4, 128–145. doi:10.1080/1750984x.2011.604789). Perfectionism has both adaptive and maladaptive dimensions, with the more maladaptive qualities leading to greater perceived stress (Hamachek, D. E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology, 15, 27–33.; Rice, K. G., &; Van Arsdale, A. C. (2010). Perfectionism, perceived stress, drinking to cope, and alcohol-related problems among college students. Journal of Counseling Psychology, 57, 439–450. doi:10.1037/a0020221).

Objectives: This study examined the influence of perfectionistic strivings and concerns on burnout, and perceived stress as a mediator of this relationship in Division II and III specialized and multiple-sport athletes (N?=?351).

Design: Cross-Sectional.

Methods: Participants completed a demographic questionnaire and online measures of perfectionism, stress, and burnout during the latter part of the competitive season.

Results: Results showed a positive, direct effect of perfectionistic concerns on burnout. Stress partially mediated this relationship. Additionally, perfectionistic strivings had a negative direct effect on burnout for specialized athletes.

Conclusion: The relationship between perfectionistic concerns and burnout is partially explained by stress. Multiple sport athletes showed lower levels of stress compared to specialized ones. Finally, perfectionistic strivings are associated with lower levels of burnout for specialized athletes.     

The learning benefits of teaching: A retrieval practice hypothesis

Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. Here, we show that the learning‐by‐teaching benefit is possibly a retrieval benefit. Learners (a) solved arithmetic problems (i.e., they neither taught nor retrieved; control group), (b) taught without relying on teaching notes (i.e., they had to retrieve the materials while teaching; teaching group), (c) taught with teaching notes (i.e., they did not retrieve the materials while teaching; teaching without retrieval practice [TnRP] group), or (d) retrieved (i.e., they did not teach but only practised retrieving; retrieval practice group). In a final comprehension test 1 week later, learners in the teaching group, as did those in the retrieval practice group, outperformed learners in the TnRP and control groups. Retrieval practice possibly causes the learning benefits of teaching.     

A Computational Model of the Self‐Teaching Hypothesis Based on the Dual‐Route Cascaded Model of Reading

The self‐teaching hypothesis describes how children progress toward skilled sight‐word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self‐teach new orthographic knowledge. We present a new computational implementation of self‐teaching within the dual‐route cascaded (DRC) model of reading aloud, and we explore how decoding and contextual cues can work together to enable accurate self‐teaching under a variety of circumstances. The new model (ST‐DRC) uses DRC’s sublexical route and the interactivity between the lexical and sublexical routes to simulate phonological recoding. Known spoken words are activated in response to novel printed words, triggering an opportunity for orthographic learning, which is the basis for skilled sight‐word reading. ST‐DRC also includes new computational mechanisms for simulating how contextual information aids word identification, and it demonstrates how partial decoding and ambiguous context interact to achieve irregular‐word learning. Beyond modeling orthographic learning and self‐teaching, ST‐DRC’s performance suggests new avenues for empirical research on how difficult word classes such as homographs and potentiophones are learned.     

Racial Athletic Stereotype Confirmation in College Football Recruiting

The present study tested real-world racial stereotype use in the context of college athletic recruiting. Stereotype confirmation suggests that observers use stereotypes as hypotheses and interpret relevant evidence in a biased way that confirms their stereotypes. Shifting standards suggest that the evaluative standard to which we hold a target changes as a function of their group membership. We examined whether stereotype confirmation and shifting standards effects would be seen in college football coaches during recruiting. College football coaches evaluated a Black or White player on several attributes and made both zero- and non-zero-sum allocations. Results suggested that coaches used the evidence presented to develop biased subjective evaluations of the players based on race while still maintaining equivalent objective evaluations. Coaches also allocated greater overall resources to the Black recruit than the White recruit.