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911.
Andrea L. Dixon Catherine Tucker Mary Ann Clark 《Counselor Education & Supervision》2010,50(2):103-115
Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided. 相似文献
912.
Neil Humphrey Afroditi Kalambouka Michael Wigelsworth Ann Lendrum Clare Lennie Peter Farrell 《教育心理学》2010,30(5):513-532
We report on an effectiveness trial of ‘New Beginnings’, a short social–emotional intervention for primary‐aged children. The sample comprised 253 children (aged 6–11) attending 37 primary schools across England. Data on social and emotional competence and mental health difficulties were collected using child self‐report, and parent‐ and teacher‐informant report questionnaires in a pre‐test–post‐test control group design. One hundred and fifty‐nine children took part in the intervention, and 94 children acted as a comparison group. Children in the intervention group attended weekly 45‐minute small group sessions for seven weeks. Child self‐report data indicated that the intervention was successful in promoting social and emotional competence, and that improvements were sustained at seven‐week follow‐up. However, this finding was not replicated in either the teacher or parental data. We conclude that future iterations of the intervention may need to be more intensive and lengthy in order to produce changes in behaviour that are salient to teachers and parents. 相似文献
913.
Ego depletion effects on mathematics performance in primary school students: why take the hard road?
Reduction in performance level following on from brief periods of self‐control is referred to as ego depletion. This study aimed to investigate if a brief ego depletion experience would impact upon primary school students working through an online mathematics exercise involving 40 computational trials. Seventy‐two students participated in the control group, and 80 students participated in the ego depletion group. The students were 10–14 years of age. A three‐minute task involving resistance to distraction was used as the depletion experience. Before each trial, participants selected task difficulty level. Control group students began by working at a moderate difficulty level and then progressed to work on more difficult items. Ego‐depleted students chose to work on easy problems throughout. Ego depletion did not markedly affect error rate after the first trial. Depletion effects can be evident in students’ academic application through encouraging students to undertake easier options. 相似文献
914.
Michael Wigelsworth Afroditi Kalambouka Ann Lendrum 《Educational Psychology in Practice》2010,26(2):173-186
Recent policy developments (such as the Children’s Plan) and the introduction of a new national strategy (the Social and Emotional Aspects of Learning programme) have re‐emphasised the importance of social and emotional skills in educational contexts. As such, educational psychologists are increasingly likely to be involved in the measurement of social and emotional skills, either as part of their case‐work or through research. They may also be asked to provide advice to schools looking to evaluate certain aspects of their practice in this area. The aim of this paper is to provide a discussion of key issues in the measurement of social and emotional skills in children and adolescents. These include: difficulties with the underlying theory and frameworks for social and emotional skills, inconsistent terminology, the scope and distinctiveness of available measures, psychometric properties, and more practical issues such as the type of respondent, location and purpose of measurement. The paper concludes with a call for more research and the further development of appropriate measures. 相似文献
915.
Ann MacDonald Grieve 《欧洲师范教育杂志》2010,33(3):265-277
This article is concerned first with identifying teacher characteristics connected with excellence. It then analyses the results of a survey conducted among primary school teachers in one local authority area in Scotland. Teachers responded to a questionnaire which asked them to rate in importance 44 characteristics of excellence. The findings suggest that teachers have a clear view of excellence. They consistently described excellence in terms of personal qualities and interpersonal skills. Teachers gave high ratings to qualities which demonstrated their expectations of positive classroom ethos and positive relationships with students. Practitioners consistently rated characteristics related to classroom ‘relationships in action’ as essential characteristics for excellent teachers. These findings suggest a new emphasis on interpersonal skills in continuing professional development for teachers who are increasingly expected to develop students’ dispositions relating to openness to new thinking; self‐respect and a commitment to responsible participation in social, cultural, economic and political life. 相似文献
916.
Catherine Ann Doherty 《高等教育研究与发展》2010,29(3):245-258
This paper investigates the oracy (listening/speaking) genres enacted in an undergraduate entry point unit in the internationalised university and the kind of knowledges these genres elicit and perform. Focusing on a series of lectures in a business studies unit, it explores how anecdotal knowledge from both the lecturer’s and the students’ lived experiences was elicited for the curriculum. The analysis of lecture talk suggests that the business lecture is no longer a monologic display of expert disciplinary knowledge bestowed upon the learner. Rather, it is increasingly a multi‐modal performance with an underlying ethic of engagement and interactivity. Of particular interest is the way international students’ knowledges were elicited to resource the internationalised curriculum with authenticity and insight. The knowledges assembled are analysed through Bernstein’s distinction between vertical and horizontal knowledge structures. The paper offers suggestions on how to maximise the potential and minimize the risks of this more interactive genre of lecture, with particular regard to enabling the participation of the international student. 相似文献
917.
Management personnel are increasingly aware that career success depends on the ability to continuously learn and adapt to the environment. However, scant attention has been paid to how learning activities contribute to managerial success. This study examines the degree to which involvement in career‐related continuous learning affects managerial career success. Career success as defined in this study comprises both objective (ascendancy) and subjective (organizational commitment, professional commitment, career satisfaction) elements. Five hypotheses are tested using linear regression modeling. Results indicate that as individuals increase participation in career‐related continuous learning, their managerial career success increases as well. 相似文献
918.
Israel AL 《The Journal of perinatal education》2010,19(2):3-15
In this letter to the editor, the author responds to a birth story published in a previous issue of The Journal of Perinatal Education and discusses the relationship between practicing prenatal yoga and childbirth education. 相似文献
919.
Jo Ann Heydenfeldt 《Performance Improvement》2010,49(7):33-37
Are neuroscientific principles relevant in efforts to manage change successfully? This article provides a case that demonstrates how persistent and purposeful attentional focus, as described by neuroscience, can help overcome human resistance to change and generate creative and successful solutions. A change management perspective growing out of fresh neurological insights into human behavior is also discussed. 相似文献
920.