Examining group differences in emotion regulation strategies and the state and trait anxiety of lifeguards and non-lifeguards in a real-world precompetitive situation
- Authors: Calverley, Hannah , Davis, Paul , Harvey, Jack , Mesagno, Christopher
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 12, no. 2 (2020), p.
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- Description: The purpose of this study was to investigate differences, between swimmer-lifeguards and swimmer-non-lifeguards, in trait and state anxiety and emotion regulation techniques in a real-life precompetitive situation with a secondary focus on gender differences. The Emotion Regulation Questionnaire, Sport Anxiety Scale - 2 and the Mental Readiness Form - 3 were distributed to 100 participants at university swimming competitions in the United Kingdom. Swimmer-lifeguards displayed significantly lower cognitive (p=.03) and somatic state (p=.05) anxiety and cognitive trait anxiety (p=.02) than swimmer-non-lifeguards. Males reported significantly lower levels of cognitive and somatic trait anxiety (p<.01) than females. There was also a gender-group interaction, with male swimmer-lifeguards showing significantly lower somatic trait anxiety than the other groups (p<.03). Males indicated significantly greater use of reappraisal than females (p=.01); no other effects were observed. These results support previous research regarding lifeguard characteristics, however the nature of these qualities and how they originate require further exploration. © 2020 Human Kinetics Publishers Inc.. All rights reserved.
Transcultural literacy : Between the global and the local
- Authors: Kostogriz, Alex , Tsolidis, Georgina
- Date: 2008
- Type: Text , Journal article
- Relation: Pedagogy, Culture and Society Vol. 16, no. 2 (2008), p. 125-136
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- Description: In this paper the authors draw on a larger project related to diasporic identification in order to explore the concept of transcultural literacy. They argue that transcultural literacy grows out of border-crossing dynamics that extend beyond the binaries of 'us' and 'them' as these are lived within and between nations. In this way it is responsive to, and reflects, the various shifts between the local and the global; between place and space. Transcultural literacy is inseparable from social and cultural practices of meaning- and identity-making on the fault-line between various and often competing cultures. This model of transcultural literacy uses theorisations of space to connect textual practices to the construction of hybrid identities. In so doing, it offers an alternative to models of literacy premised on liberal or neo-conservative understandings of cultural difference. In this paper, we explore transcultural literacy in relation to current literacy debates.
- Description: C1
Educating for sustainability : An innovative interactive CD and internet resource
- Authors: Kentish, Barry , Darby, Linda
- Date: 2005
- Type: Text , Journal article
- Relation: Teaching Science Vol. 51, no. 3 (2005), p. 30-33
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- Description: There is concern that interest in environmental issues is declingin, particularly among young people.
- Description: C1
- Description: 2003001094
Harry Potter and the terrors of the toilet
- Authors: Mills, Alice
- Date: 2006
- Type: Text , Journal article
- Relation: Childrens Literature in Education Vol. 37, no. 1 (2006), p. 1-13
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- Description: The Harry Potter series focuses upon the toilet as a site for heroic action and a threshold between worlds as well as a more traditional place for boys to be bullied and girls to weep. This article offers a Kristevan reading of the toilets as abject in Harry Potter, and shows how this concept helps us make sense of wider issues within the series, especially Harry's uneasy relation to the maternal. © 2006 Springer Science+Business Media, Inc.
- Description: C1
- Description: 2003002843
Pedagogy, school culture and teacher learning : Towards more durable and resistant approaches to secondary school literacy
- Authors: Smyth, John
- Date: 2007
- Type: Text , Journal article
- Relation: Language and Education Vol. 21, no. 5 (2007), p. 406-419
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- Description: The relational, cultural and contextual view of literacy discussed in this paper has profound and widespread implications for the way teachers think about their students, their families, backgrounds and experiences and the aspirations students hold for the future. Focussing on the theoretical construct of teacher identity, the paper discusses the ways teachers worked and what happened to the culture of their schools when a structured literacy intervention enabled them to develop some agency as educational professionals, when provided with some 'social space' in respect of their literacy practices. The paper concludes that the teachers were involved to varying degrees in embracing changes that represented a move in the direction of a socially just pedagogy - the paper explains why. © 2007 J. Smyth.
- Description: C1
- Description: 2003005585
The challenge of digital epistemologies
- Authors: Lankshear, Colin
- Date: 2003
- Type: Text , Journal article
- Relation: Education, Communication and Information Vol. 3, no. 2 (2003), p. 167-186
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- Description: This article identifies a range of changes associated with intensified digitization of daily life that require us to rethink what it means for people to know things and what kinds of things it may be most important to know. In short, we need digital epistemologies. The argument focuses on four key dimensions of change that have epistemological significance. These are 'changes in the world to be known', 'changes in conceptions of knowledge and processes of coming to know things', 'changes in the nature of knowers,' and 'changes in the relative significance of different modes of knowing.' Concrete everyday examples are provided for each dimension of change. On the basis of these examples and the arguments constructed around them it is concluded that conventional epistemology faces serious challenges. These challenges in turn have far-reaching implications for contemporary educational practice and educational research.
- Description: C1
- Description: 2003000456
Reaching out to the west : An assessment of Chinese students' views regarding foreign-delivered university programs in China
- Authors: Willis, Mike
- Date: 2010
- Type: Text , Journal article
- Relation: Journal of Teaching in International Business Vol. 21, no. 1 (2010), p. 53-68
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- Description: This article identifies the views and expectations of Chinese students located in nine cities in China and Hong Kong in regard to the delivery of foreign degree programs within China. This delivery mode is becoming a common form of educational delivery and augments other modes of international activity such as study abroad and distance education. The research has found that students wanted a relatively unadapted course, delivered in English by foreign academics, with a high level of academic and administrative servicing in China. They did not like subjects which had been overly adapted for the Chinese market, since these were viewed to be somewhat lacking in authenticity. However, some very minor areas of adaptation were required to meet some specific local requirements, but in essence students wanted courses which were a close replication of what it would be like to study in the foreign university location, whether it be in America, Australia, or Europe. The value of this research is that it identifies the desire of students for relatively unadapted foreign programs in China. This finding is of use to foreign universities planning courses and programs in China and also adds to the debate about the adaptation or standardization of services in a Chinese context. © Taylor & Francis Group, LLC.
Algebraic insight : The algebra needed to use CAS
- Authors: Pierce, Robyn , Stacey, Kaye
- Date: 2002
- Type: Text , Journal article
- Relation: Mathematics Teacher Vol. 95, no. 8 (2002), p. 622-627
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- Description: C1
- Description: 2003000145
Literacy research methodology that is up to the challenge
- Authors: Smyth, John , Whitehead, David
- Date: 2007
- Type: Text , Journal article
- Relation: Language and Education Vol. 21, no. 5 (2007), p. 377-386
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- Description: This paper outlines the methodological dimensions of the secondary literacy research evaluation that is the focus of this special issue - the New Zealand-based Secondary Schools' Literacy Initiative (SSLI). We argue that these methodological dimensions are an example of the type of contextualised and critical research that might be usefully applied in exploring literacy across the curriculum in other national contexts. A particular concern addressed in the paper is the need to develop a contextualised, rich description of literacy practices in schools, while also addressing a wider policy climate, which is often preoccupied with issues of literacy achievement and, particularly, often-entrenched differential achievement for students across class and ethnicity lines. To achieve this, the researchers adopted a quasi-ethnographic, multi-locale, mixed-methods approach intended to enhance the robustness of the research design and the validity of the results. © 2007 J. Smyth & D. Whitehead.
- Description: C1
- Description: 2003005588
A scale for monitoring students' attitudes to learning mathematics with technology
- Authors: Pierce, Robyn , Stacey, Kaye , Barkatsas, Anastasios
- Date: 2007
- Type: Text , Journal article
- Relation: Computers and Education Vol. 48, no. 2 (2007), p. 285-300
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- Description: The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper presents a model of how technology use can enhance mathematics achievement, a review of other instruments and a psychometric analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the power of the MTAS to provide useful insights for teachers and researchers. 'Attitude to learning mathematics with technology' had a wider range of scores than other variables studied. For boys, this attitude is correlated only with confidence in using technology, but for girls the only relationship found was a negative correlation with mathematics confidence. These differences need to be taken into account when planning instruction. © 2005 Elsevier Ltd. All rights reserved.
- Description: C1
- Description: 2003004898
Learning online : Museum websites for SOSE
- Authors: Johnston, Robbie , Bradby, Doug
- Date: 2007
- Type: Text , Journal article
- Relation: The Social Educator Vol. 25, no. 1 (2007), p. 13-18
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- Description: This paper examines a small selection of museum websites in light of their value for children's and young people's learning.
- Description: C1
- Description: 2003005045
Addressing literacy in secondary schools : Introduction
- Authors: May, Stephen , Smyth, John
- Date: 2007
- Type: Text , Journal article
- Relation: Language and Education Vol. 21, no. 5 (2007), p. 365-369
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- Description: C1
- Description: 2003005591
Trends in economic degree enrolments within Australia 1990-2004
- Authors: Millmow, Alex
- Date: 2006
- Type: Text , Journal article
- Relation: Australasian Journal of Economics Education Vol. 3, no. 1&2 (2006), p. 111-124
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- Description: This paper argues that unlike the American experience where economic degree enrolments have now staged a complete recovery from the decline in the 1990s the situation in Australia remains subdued.
- Description: C1
- Description: 2003002154
Quality learning of physics : Conceptions held by high school and university teachers
- Authors: Brass, Catherine , Gunstone, Richard , Fensham, Peter
- Date: 2003
- Type: Text , Journal article
- Relation: Research in Science Education Vol. 33, no. 2 (2003), p. 245-271
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- Description: This paper reports an exploration of the conceptions of quality learning held by two samples of physics teachers - final year, high school physics teachers and academics teaching first year university physics. We begin by outlining our view of quality learning, that is a view of learning in which learners take control of their own learning and engage with active construction and reconstruction of their own meanings for concepts and phenomena. This view of quality learning recognises the crucial role of the affective dimension of learning on the extent to which students engage with and maintain such constructivist and metacognitive approaches to learning. The study explored the qualitatively different ways in which individuals conceptualise quality learning in physics, using semi structured interviews that explored aspects of learning that the respondents regarded as worth fostering in their classrooms. The interview approach was a modification of the Interview-About-Instances approach that allowed the possibility of interviewees suggesting instances of particular relevance to their view of quality learning. This process resulted in a considerable quantity of rich and complex data related to a large range of aspects of physics learning. These data are summarised here, and the qualitatively different conceptions of the respondents with respect to four significant aspects of physics learning are discussed. These aspects are: doing experimental work; linking physics to the real world; students taking responsibility for their own learning and being confident/feeling proud of what you can do. © 2003 Kluwer Academic Publishers.
- Description: C1
Racetrack mapping : Engaging students in mathematics and geography
- Authors: Tromp, Calvin , Davis, Robert
- Date: 2007
- Type: Text , Journal article
- Relation: Australian Primary Mathematics Classroom Vol. 12, no. 3 (2007), p. 4-7
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- Description: Calvin Tromp and Rob Davis lead us through a mapping task that engages students in significant learning in the final weeks of the year: this paper reports on a classroom investigation of a sequence of cross-disciplinary mapping lessons undertaken by Grade Five students at Black Hill Primary, a Victorian State Primary School in Ballarat
- Description: C1
- Description: 2003005033
Towards a pedagogy of group work : Working the rhetoric of group work in an undergaduate curriculum and pedagogy unit at the University of Ballarat
- Authors: Zeegers, Margaret , Davis, Robert , Russell, Rupert , Menon, E.
- Date: 2006
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 12, no. 10 (2006), p. 205-211
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- Description: C1
- Description: 2003001856
A study of the use of structured reasoning frameworks for improving students' reasoning quality
- Authors: Yearwood, John , Stranieri, Andrew
- Date: 2008
- Type: Text , Journal article
- Relation: Learning and Teaching: an international journal in classroom pedagogy Vol. 1, no. 1 (2008), p. 71-90
- Full Text: false
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- Description: C1
- Description: 2003006498
Does education for sustainability encourage Leopold's "Intense Consciousness of Land"?
- Authors: Kentish, Barry , Robottom, Ian
- Date: 2008
- Type: Text , Journal article
- Relation: Canadian Journal of Environmental Education Vol. 13, no. 1 (2008), p. 73-88
- Full Text: false
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- Description: C1
- Description: 2003006287
The influence of sport education on student motivation in physical education
- Authors: Spittle, Michael , Byrne, Kate
- Date: 2009
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 14, no. 3 (2009), p. 253-266
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- Description: Background: Physical educators are faced with trying to provide motivating and enjoyable experiences in physical education. Sport Education is an instructional model that aims to provide positive motivational sport experiences by simulating the features of authentic sport. Research support for Sport Education is positive, however, the effects on student motivation and the motivational climate are not well understood. Purpose: To investigate the influence of the Sport Education model on student motivation (intrinsic/extrinsic motivation, goal orientations, and perceived motivational climate) in secondary physical education. Setting: Six classes were selected according to teacher and class availability in the sports of soccer, hockey, and football codes in a co-educational government school. Participants: Participants were 115 (male = 97, female = 18) Year-8 students (aged 13-14 years), in a Sport Education condition (n = 41) and a Traditional condition (n = 74).Measures: At pre- and post-test, all participants completed three questionnaires: the Intrinsic Motivation Inventory, the Task and Ego Orientation in Sport Questionnaire, and the Perceived Motivational Climate in Sport Questionnaire. Intervention: Participants completed either a Sport Education condition or a Traditional condition for one double period (100 minutes) one day per week for 10 weeks (Sport Education condition) or for five weeks (Traditional condition). The Sport Education condition incorporated six distinctive features: seasons, affiliation, formal competition, record keeping, festivity, and a culminating event. The Traditional condition used whole-group instruction led by the teacher. Research design: The study used a non-equivalent control group design with pre- and post-test procedures. The independent variable was teaching condition and the dependent variable was student motivation (assessed by intrinsic motivation, goal orientations, and motivational climate). The groups were already established and selected for convenience purposes. Data collection and analysis: Participants completed pre-test measures and then participated in their pre-established classes. Post-test measures were completed in the last class in each condition. A reliability analysis on measures was conducted using Cronach's alphas. A pre-test manipulation check was performed to check for any initial differences in motivation. To compare the difference in changes between conditions on motivation, a series of 2 × 2 repeated measures analyses of variance were conducted. A comparison of the relationship between motivation measures was conducted using Pearson's product moment correlation coefficients. Findings: There was a significant difference between the conditions on changes in perceived competence, task orientation, and mastery climate, with the Traditional condition decreasing significantly from pre- to post-test compared with the Sport Education condition. There were no significant differences on interest/enjoyment, effort/importance, pressure/tension, ego orientation, or performance climate. A mastery climate was positively related to task orientation and intrinsic motivation and a performance climate was related to ego orientation. Conclusions: The Sport Education condition was more successful in maintaining high levels of intrinsic motivation, task orientation, and mastery climate than the Traditional condition. That is, the Traditional condition was associated with a decrease in adaptive aspects of motivation for students, whereas the Sport Education condition maintained existing levels of motivation.
- Description: 2003008192
Listening to teachers, learning about teaching
- Authors: Brown, Maryann
- Date: 2009
- Type: Journal article
- Relation: Journal of Curriculum Studies Vol. 41, no. 1 (2009), p. 131-144
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