Primary and secondary appraisals formed theoretically consistent and reliable evaluations of threat and challenge. Secondary appraisals were significantly lower for students who viewed the performance as a threat. Students who viewed the performance as a challenge reported significantly less cognitive anxiety and higher self-confidence. Findings indicate that the PAM is a brief and reliable measure of cognitive appraisals that trigger precompetitive emotions of anxiety and confidence which can be used to identify those performers who could benefit from pre-performance intervention strategies to manage performance stress.
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Resource Library | Curriki - 14 views
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Precompetitive appraisal, performance anxiety and confidence in conservatorium musician... - 0 views
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Music performance anxiety (MPA) can be controlled when musicians cognitively restructure their own thoughts and feelings about their performance by anticipating symptoms of anxiety and turning them to constructive use
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The cognitive interpretation, or appraisal, of an initial emotional response, such as fear, exerts a proximal influence on performance
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and substantially determines if performers will suffer emotion-related detriments or profit from emotion-related benefits
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Emotions that are too weak or intense and feel unpleasant lead to lower motivation, distracted attention, and reduced performance.
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On the other hand, appropriately intense emotions which feel pleasant and are expected to help future performance are more likely to lead to increased effort, better decision making, and hence enhanced performance
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Mann-Whitney U tests of mean ranks showed that compared to students who viewed performance as a threat (MThreat = 7.00, SDThreat = 0.99), students who viewed performance as a challenge (MChallenge = 5.02, SDChallenge = 1.91); reported significantly less cognitive anxiety at pre-recital (U = 21.00, z = -2.167, p = .028) and significantly higher self-confidence both at the start of semester, (MThreat = 4.79, SDThreat = 0.90; MChallenge = 6.42, SDChallenge = 1.08; U = 29.50, z = -3.555, p < .001) and pre-recital (MThreat = 4.45, SDThreat = 0.72; MChallenge = 6.55, SDChallenge = 0.98; U = 2.50, z = -3.104, p < .001, Figure 2).
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Is rote learning overrated? - 7 views
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"No film set of a 1950's primary school classroom would be complete without the serried ranks of neatly dressed children chanting times tables aloud at their wooden desks. Since those days, learning through repetition has fallen in and out of vogue. That's why it's so interesting to witness the recent resurgence in support for rote learning, backed by high-profile figures from the world of politics and education alike."
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Three reasons why Finland's universities are among the best in the world - 9 views
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"Finland is no stranger to the higher ranks of the international education tables, and the country's universities are regarded as global leaders in higher education (HE). So, how does one of the world's smaller nations lead the way when it comes to educating and inspiring its young people?"
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Lateline - 29/10/2012: PMs plan for every child to learn an Asian language - 14 views
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The rationale or thinking behind introducing languages early in primary school
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Gillard Government's Asian Century white paper sets an aspiration for Australia to rank as the world's 10th biggest economy by 2025, capitalising on the rapid economic growth in the region.
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education will be the key and wants all school students to study an Asian language.
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funded
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where all the new teachers might come from
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where all the new teachers might come from.
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the gold standard
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The gold standard =any excellent example of something, like how Olympians are the gold standard for athletes
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If you understand through the learning of language how people think, how they construct meaning, what is important to them culturally, then I think that gives us better insights into the people that we're going to be working with in the future and negotiating with.
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The Prime Minister says she'll force the curriculum changes by tying them to Commonwealth funding to state and private schools.
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Broadly, teachers and education experts have welcomed the plan, but question where the money is going to come from.
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catchcry of the Hawke and Keating governments
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The Hawke-Keating Government refers to the Federal Government of Australia from 11 March 1983 to 11 March 1996. It was a Labour government
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Currently across all levels of schooling there's around 18 per cent of our young people who are studying one of the four priority Asian languages: Mandarin Chinese, Japanese, Indonesian and Korean. And that diminishes to fewer than 6 per cent by the time they get to Year 12.
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How do we encourage students to continue learning an Asian language into the final years of high school and eyond?
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say we simply don't have enough Asian language teachers to deliver the Prime Minister's vision and for the last decade the numbers of graduates have been declining.
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hat's happened because universities have been under these budget constraints and when they've made decisions about what to cut, they cut courses with low enrolments and there goes the languages.
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JEANNIE REA, PRESIDENT, NATIONAL TERTIARY EDUCATION UNION
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Suggested reasons for the decline in language graduates and therefore in language teachers.
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will help.JULIA GILLARD: We live in an age of different learning possibilities and choices. What we can do through the National Broadband Network, what we can do through having the world's first online national curriculum, which is what the Australian curriculum is, means we can get a deeper penetration of language, literacy and learning.
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e Prime Minister acknowledges the shortages, but says technology
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will help.
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This argument t can be debated. It would suggest that technology in itself will be a solution!
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we need to be looking very carefully at what sort of encouragement and incentives we can provide to students so they continue doing a language, go on and major in a language in university and then go on to teach in the area.
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JEANNIE REA:
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The Prime Minister wants all school students to study an Asian language to secure Australia's future in the Asian Century.
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Completely deluded. Even here in Singapore, surrounded supposedly by chinese speakers the international schools are not getting it right and success stories are unusual ...
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Johnson: Language networks: When bigger isn't better | The Economist - 20 views
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HOW would you rank "important" languages? If asked to rattle them off, many people start with English, but after that are reluctant to go further. Important how, they ask. One approach would be to look at people and money: surely a language is important if it is spoken by lots of people, in countries with great wealth (and presumably, therefore, power).
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Noam Chomsky on Democracy and Education in the 21st Century and Beyond - 32 views
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Everybody was a good student. The kids were just encouraged to do what they like to do and what was best, and there was a structure; there was a program. It's not you ran around doing anything you felt like. I skipped a grade, but I didn't pay any attention and no one else paid any attention. Just that I was the smallest kid in the class, but the idea that somebody is a good student; somebody is not a good student - it just never arose. There were tests, but they just gave information about what's going on. This is something we ought to be doing better. The kids weren't ranked; there were no grades. There's a lot of cooperative work and cooperative projects and they encouraged us. You know, study, challenging questions, and it was extremely successful. I remember everything very well. I went into the academic high school and it's kind of like a black hole. I was able to get all As and a scholarship to go into college. I might well not have gone, except for what I learned on my own.
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"Everybody was a good student. The kids were just encouraged to do what they like to do and what was best, and there was a structure; there was a program. It's not you ran around doing anything you felt like. I skipped a grade, but I didn't pay any attention and no one else paid any attention. Just that I was the smallest kid in the class, but the idea that somebody is a good student; somebody is not a good student - it just never arose. There were tests, but they just gave information about what's going on. This is something we ought to be doing better. The kids weren't ranked; there were no grades. There's a lot of cooperative work and cooperative projects and they encouraged us. You know, study, challenging questions, and it was extremely successful. I remember everything very well. I went into the academic high school and it's kind of like a black hole. I was able to get all As and a scholarship to go into college. I might well not have gone, except for what I learned on my own."
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Why Is Innovation So Hard? - 47 views
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How does innovation occur? Through an inefficient process of ideation, exploration, and experimentation.
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we create new value by combining seemingly unrelated things or ideas in new ways, transferring something from one environment to another, or finding new insights in patterns or aberrations. Innovative ideas rarely emerge from an “aha!” moment. Instead, they usually arise from thinking differently than we normally think and from learning.
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we are highly efficient, fast, reflexive thinkers who seek to confirm what we already know.
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we are cognitively blind to disconfirming data and challenging ideas.
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To innovate, people have to take their normal thinking to a much higher level. Most of us have to be taught how to do that.
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Fear of failure, fear of looking bad, and fear of losing our job if we make mistakes all can lead to what Chris Argyris called “defensive reasoning”: the tendency to defend what we believe. This makes it hard to get outside of ourselves in order to “think out of the box.”
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most organizations exist to produce predictable, reliable, standardized results. In those environments, mistakes and failures are bad.
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To innovate, you must simultaneously tolerate mistakes and insist on operational excellence.
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Humility, empathy, and the devaluation of hierarchical rank were critical to making this new culture work.
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Response: Ways to Cultivate 'Whole-Class Engagement' - Classroom Q&A With Larry Ferlazz... - 106 views
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consistently use basic motivation strategies.
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we need to ensure that we are implementing a series of factors that elevate our students' focus and level of concern.
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Your odds of keeping your students on task go up when you mix things up and keep the energy feeling fresh.
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Work to establish a classroom culture in which it is understood that, with every task they perform, students know there is a strong possibility that they will have to share out their results in front of their peers.
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Small changes of routine increase the motivation to attend to the task at hand.
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The A-Z Sentence Summary:
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Total Participation Techniques frame the context so that all students are responding to higher-order prompts in low-risk settings.
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The Chalkboard Splash:
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he "Pause, Star, Rank":
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we need to be conscious of the amount of work we give the students.
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Two contrasting direction sets illustrate very well the more engaging tactic.
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Have used several of these strategies at the college level and they really do work.
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edWeb.net - 47 views
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edWeb.net is a highly-acclaimed professional social and learning network that has become a vibrant online community for exceptional educators, decision-makers, and influencers who are on the leading edge of innovation in education. edWeb won the 2012 Edublog Award for Best Free and Open Professional Development for Educators and was ranked the #1 professional social network specifically for educators by the SIMBA PreK-12 Professional Development Market Forecast 2012-2013, CoSN's K-12 IT Leadership Survey 2013, and the 2012 Survey of K-12 Educators on Social Networking, Online Communities, and Web 2.0 Tools. -
edWeb.net is a highly-acclaimed professional social and learning network that has become a vibrant online community for exceptional educators, decision-makers, and influencers who are on the leading edge of innovation in education. edWeb won the 2012 Edublog Award for Best Free and Open Professional Development for Educators and was ranked the #1 professional social network specifically for educators by the SIMBA PreK-12 Professional Development Market Forecast 2012-2013, CoSN's K-12 IT Leadership Survey 2013, and the 2012 Survey of K-12 Educators on Social Networking, Online Communities, and Web 2.0 Tools.
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Go to: http://home.edweb.net/ Excellent resource for online learning, many communities
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How a Radical New Teaching Method Could Unleash a Generation of Geniuses | Wired Busine... - 54 views
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Natural selection and learning: asking questions and being curious is adaptive behaviour.
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inland pared the country’s elementary math curriculum from about 25 pages to four, reduced the school day by an hour, and focused on independence and active learning. By 2003, Finnish students had climbed from the lower rungs of international performance rankings to first place among developed nations.
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emphasizing student-led learning and collaboration.
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The teaching method makes little difference,” he says.
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shared by Maureen Greenbaum on 19 Jul 13
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How Big Data Is Taking Teachers Out of the Lecturing Business: Scientific American - 0 views
www.scientificamerican.com/article.cfm
adaptive learning pedagogy education ASU Arizona Knewton math
shared by Maureen Greenbaum on 19 Jul 13
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David Heckman, a mathematician, was accustomed to lecturing to the class, but he had to take on the role of a roving mentor, responding to raised hands and coaching students when they got stumped
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Like institutions at every level of American education, it is going through some wrenching changes. The university has lost 50 percent of its state funding over the past five years.
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alarmingly high numbers of students showing up on campus unprepared to do college-level work.
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more efficient way to shepherd students through basic general-education requirements—particularly those courses, such as college math, that disproportionately cause students to drop out
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That fall, with little debate or warning, it placed 4,700 students into computerized math courses. Last year some 50 instructors coached 7,600 Arizona State students through three entry-level math courses running on Knewton software. By the fall of 2014 ASU aims to adapt six more courses, adding another 19,000 students a year to the adaptive-learning ranks.
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Who is Bigger? - 45 views
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We have developed computational methods to measure historical significance through analysis of Wikipedia and other data sources. We rank historical figures just as Google ranks webpages, by integrating a diverse set of measurements about their reputation (including PageRank, article length, and readership) into estimates of their fame, explained by a combination of achievement (gravitas) and celebrity. We correct for the passage of time in a principled way, so we can fairly compare the significance of historical figures of different eras. - See more at: http://www.whoisbigger.com/#sthash.6tN6cebp.dpuf
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Testing education: Pisa envy | The Economist - 22 views
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short article on the international rankings of students in reading and math pointing out the difficulty in drawing strong conclusions.
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Three Elements of Great Communication, According to Aristotle - Scott Edinger - Harvard... - 99 views
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Three Elements of Great Communication, According to Aristotle by Scott Edinger | 9:00 AM January 17, 2013 Comments (78) In my nearly 20 years of work in organization development, I've never heard anyone say that a leader communicated too much or too well. On the contrary, the most common improvement suggestion I've seen offered up on the thousands of 360 evaluations I've reviewed over the years is that it would be better if the subject in question learned to communicate more effectively. What makes someone a good communicator? There's no mystery here, not since Aristotle identified the three critical elements — ethos, pathos, and logos. — thousands of years ago. Ethos is essentially your credibility — that is, the reason people should believe what you're saying. In writing this blog I made an effort to demonstrate my ethos in the introduction, and here I'll just add that I have a degree in communication studies (emphasis in rhetoric for those who want the details) for good measure. In some cases, ethos comes merely from your rank within an organization. More commonly, though, today's leaders build ethos most
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CBI: Our education systems are not delivering - while average performance rises gently,... - 0 views
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Spending on education accelerated still further after 1997, rising in real terms by 71% by 2010-11.
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UK ranks among the highest spending OECD countries measured in terms of percentage of GDP on education.
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but we are being outperformed by nations which spend less.
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the challenge lies not in what we spend, but in what we do.
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explanation for the conveyor belt comes not from money, therefore, but from other incentives that schools face.
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Schools have become used to governments setting blanket targets,
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We should not be surprised that these drive behaviour – but not always the behaviour that the Department for Education wants.
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The percentage of pupils gaining five ‘good’ A*-C GCSEs has increased by 50% over the last decade.
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this should be an indicator of great success
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has been questioned by many commentators.
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When we look at whether the improvement on the GCSE metric is general or specific to those close to the grade boundary, it is clear that this measure is driving what is happening in schools.
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intensive targeting of resources on pupils just below the C grade and/or an increase in teachers’ expertise in ‘teaching to the test’ has been behind improvements.
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Whatever the explanation, it doesn’t inspire confidence that the rise in exam grades for average ability candidates really reflects an increase across all groups in mastery of the subjects studied.
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Narrowly-defined targets like these, based only on exam results subtly inhibit the overall education of young people.
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If an acceptable level is reached, failure among a substantial minority is tolerated.
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At earlier stages in the system, similar testing frameworks focus school accountability on achieving a certain percentage of pupils reaching a defined average, rather than a focus on absolute attainment.
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it is possible to dramatically reduce attainment gaps in their primary school populations and raise standards on a broader basis than the UK has managed.
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The World's Richest College Dropout Urges Colleges to Stop Dropouts - Jordan Weissmann ... - 22 views
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Gates sees this problem largely as a matter of incentives. Publications such as U.S. News and World Report reward colleges for the resources they spend on students and their exclusivity, but not necessarily for their results. High SAT scores will move a colleges up in the rankings (and so, it should be noted, will having a high graduation rate). Making sure your alums have a well-paid job, or a job at all, will not. To begin fixing this problem, we need need flip U.S. News' logic, Gates said, and reward schools that "take people with the low SAT and actually educate them well."
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Taking in less qualified students in order to bring them up to speed is part of the the Land Grant University mission. Sal Khan (Khan Academy) recently observed that for students who take longer to master fundamental math skills, once they do so they accelerate faster such that they catch up to those who are ahead. Ubiquitous learning is species survival.
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shared by Randolph Hollingsworth on 21 Sep 12
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Career and Technical Education: Five Ways That Pay Along the Way to the B.A. - 1 views
www9.georgetown.edu/...CTE.FiveWays.FullReport.pdf
Career and Technical Education transfer transition transition to college college readiness
shared by Randolph Hollingsworth on 21 Sep 12
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New report from Center on Education and the Workforce, Georgetown University, September 2012, by Anthony P. Carnevale, Tamara Jayasundera, Andrew R. Hanson - Daniela Fairchild of the Thomas B. Fordham Institute writes in The Education Gadfly Weekly: "At 31 percent, the United States currently ranks second among OECD nations-behind Norway-for the percentage of its workforce with a four-year college education. That's the good news. The bad news is that we rank sixteenth for the percentage of our workforce with a sub-baccalaureate education (think: postsecondary and industry-based certificates, associate's degrees). Yet a swath of jobs in America calls for just that sort of preparation, which often begins in high school. Dubbed "middle jobs" in this report by the Center on Education and the Workforce, these employment opportunities pay at least $35,000 a year and are divided among white- and blue-collar work. Yet they are largely ignored in our era of "college for all." In two parts, this report delineates five major categories of career and technical education (CTE), then lists specific occupations that require this type of education. It's full of facts and figures and an excellent resource for those looking to expand rigorous CTE in the U.S. Most importantly, it presents this imperative: Collect data on students who emerge from these programs. By tracking their job placements and wage earnings, we can begin to rate CTE programs, shutter those that are ineffective, and scale up those that are successful. If CTE is ever to gain traction in the U.S.-and shed the stigma of being low-level voc-tech education for kids who can't quite make it academically-this will be a necessary first step."