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51.
Jaca L. Stephens John D. Lowman Cecilia L. Graham David M. Morris Connie L. Kohler Jonathan B. Waugh 《Cardiopulmonary Physical Therapy Journal》2013,24(1):14-23
Purpose
Physical therapists (PTs) have a unique opportunity to intervene in the area of health promotion. However, no instrument has been validated to measure PTs’ views on health promotion in physical therapy practice. The purpose of this study was to evaluate the content validity and test-retest reliability of a health promotion survey designed for PTs.Methods
An expert panel of PTs assessed the content validity of “The Role of Health Promotion in Physical Therapy Survey” and provided suggestions for revision. Item content validity was assessed using the content validity ratio (CVR) as well as the modified kappa statistic. Therapists then participated in the test-retest reliability assessment of the revised health promotion survey, which was assessed using a weighted kappa statistic.Results
Based on feedback from the expert panelists, significant revisions were made to the original survey. The expert panel reached at least a majority consensus agreement for all items in the revised survey and the survey-CVR improved from 0.44 to 0.66. Only one item on the revised survey had substantial test-retest agreement, with 55% of the items having moderate agreement and 43% poor agreement.Conclusions
All items on the revised health promotion survey demonstrated at least fair validity, but few items had reasonable test-retest reliability. Further modifications should be made to strengthen the validity and improve the reliability of this survey.Key Words: health promotion, physical therapy, validity, reliability 相似文献52.
The tensions between environmental protection and economic growth are critical to future well-being, and it is therefore important to understand how young people conceptualize these tensions. The aim of the present study is to explore students’ solutions to the dilemma of economic development and mitigating climate change, with regard to societal responses to the challenge of climate change. The study was conducted in China’s Green Schools. Green School is an international long-term programme with the aim of increasing students’ knowledge of environmental issues, and transferring this knowledge into positive actions to affect the wider community. The data were obtained through semi-structured pre- and post-interviews with 15–16-year-old students in three groups (12 students) from Green Schools in the Beijing area. The results show that students’ discussions focused exclusively on economic growth and social welfare. Students seem to believe that environmental problems are inevitable, nature is a ‘box’ of resources, and economic development is necessary in order to sustain and even improve nature. Therefore, there is no dilemma between economic development and environmental protection. The paper ends with a discussion on research and implications for teaching climate change. 相似文献
53.
David M. Hoffman Brigida Blasi Bojana Ćulum Žarko Dragšić Amy Ewen Hugo Horta Terhi Nokkala Cecilia Rios-Aguilar 《Higher Education》2014,67(4):473-495
This self-ethnography complements the other articles in this special issue by spotlighting a set of key challenges facing international research teams. The study is focused on the relationship between information and communication technology (ICT)-based collaboration and research team dynamics. Our diverse team, drawn from researchers in five countries and three projects, argues that an ironic casualty of the powerful, global phenomena we study, is a lack of insight into what happens to generic research team dynamics, when groups are ‘stretched’ in terms of geographical distance, generations, cultural beliefs, values and norms, as well as disciplinary/specialist traditions. Good intentions are not sufficient to cope with these challenges. This is because of the emerging complexity inherent in many types of international, interdisciplinary fields of study and the complexity of the career trajectories needed to make these studies a reality. Our study underlines that there are no beliefs, values, norms and practices linked to research team dynamics, that hold across the current territory, generations, disciplines, cultures, organizations and individuals leading and conducting comparative studies—and even less reflection on the implications of this fact. Compounding this lack of awareness is a less-than-perfect understanding of the way in which ICT-based collaboration bears on research team dynamics. We assert that a holistic, critical, long-term approach to emerging insights into the global division of academic labor, serves our field better than folk psychology or the methodological parochialism that sustains convention at the expense of creativity. Careful consideration of emergent processes, relationships and linkages that explain how short-term cooperation—within projects—begins to make sense—over careers—illuminates key focal points, which, in turn qualitatively illuminates the way forward concerning conceptualization and problematization of our practice; and novel methodological routes available for those interested in attaining better outcomes, over the long term. 相似文献
54.
Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect the instructor’s commitment to inclusive excellence, diversity, and social justice. Designing an online environment that supports all learners regardless of their backgrounds is important in their future success as professionals; thus, it is important for faculty to design courses with all students in mind. The purpose of this article is to share best practices in the design of culturally and linguistically responsive online courses that support the culturally and linguistically diverse (CLD) students we serve. Based on Gay’s (2010) culturally responsive teaching practices, this article provides examples of online activities that are validating; comprehensive; multi-dimensional; empowering; transformative, and emancipatory. 相似文献
55.
Kira Mahamud Angulo Tamar Groves Cecilia Cristina Milito Barone Yovana Hernández Laina 《Paedagogica Historica: International Journal of the History of Education》2016,52(1-2):169-187
AbstractThis article explores visions of war and peace in the education system during the Spanish transition to democracy. During those years, the Spanish state was faced with the challenge of leaving its authoritarian political past behind and forging a democratic civic culture. As the concepts of war and peace are inextricably linked to those of state and citizenship, they are a useful tool with which to examine changes in civic education. A wide variety of educational sources has been explored, with particular attention to the emotional nature of the depiction of both war and peace. This study reveals two opposing styles. The official discourse demonstrated a factual treatment of war and a tendency to concentrate on international bodies and their actions, when it came to fomenting peace. The treatment of peace in the circles of teachers’ local initiatives was different. First, peace was defined not only as the absence of war but also in terms of social equality and solidarity. Second, there was a conscious effort to get the students involved in opposing war, reinforced by emotionally charged messages regarding its horrors. 相似文献
56.
Antonio M. Battro Cecilia I. Calero Andrea P. Goldin Lisa Holper Laura Pezzatti Diego E. Shalóm Mariano Sigman 《Mind, Brain, and Education》2013,7(3):177-181
Pedagogy is the science and art of teaching. Each generation needs to explore the history, theory, and practice of the teacher–student interaction. Here we pave the path to develop a science that explores the cognitive and physiological processes involved in the human capacity to communicate knowledge through teaching. We review examples from our previous work in this research area and discuss a path to reveal the cognitive and cerebral mechanisms by which we teach, unfolding a complex operation such as teaching in its constituents and components. 相似文献
57.
Andrea Paula Goldin Cecilia Inés Calero Marcela Peña Sidarta Ribeiro Mariano Sigman 《Mind, Brain, and Education》2013,7(2):101-103
In March 2012, 30 faculty and 49 students from all over the world met in El Calafate, Argentina, during two intense weeks. It was the second Latin American School for Education, Cognitive, and Neural Sciences (LASchool), sponsored by the James S. McDonnell Foundation. The LA School seeks to critically examine research findings potentially relevant to the development, design, and implementation of effective educational practices, and to foster a new generation of researchers able to operate at the interface between education and science. Here we introduce a special issue which brings together theory, experiments, and educational interventions which emerged from ideas presented and discussed during the 2012 LASchool. 相似文献
58.
Evaluation of teaching in higher education has drawn much attention due to the need for greater accountability and improvement in student learning. Our review of literature on Student Evaluation of Teaching (SET) surveys suggests that considerable controversy and criticism have surrounded its use, fairness, and validity. Yet, many universities in Hong Kong are depending primarily on student feedback in SET surveys to provide evidence for their improvement of teaching and learning, and for their decisions made on teachers' pay-rise and tenure. If universities are to continue to use SET surveys as the main source of mechanism for measuring teaching effectiveness, teachers will have to understand and be aware of its purposes. But how much do we know about teachers' perceptions of teaching and learning and, consequently, their opinions of using SET surveys as the primary standardized evaluation mechanism of teaching for promotion and tenure and for teaching effectiveness? 相似文献
59.
Catherine Stern Cecilia Macheski 《Community College Journal of Research & Practice》2013,37(12):1004-1007
This paper reports on a project that grew out of observations and conversations undertaken by two faculty members at LaGuardia Community College/CUNY interested in exploring the connection between research skills and transfer knowledge. Stern and Macheski posited that if students were able to connect research acquisition skills to the transfer application process, each skill would enhance the other. The outcomes from this small cohort, while not conclusive, lead the authors to be optimistic that their approach improves both understanding of authentic research and its connection to personal goals. National conversations in recent years about the changing role of community colleges inform this inquiry. 相似文献
60.
Cecilia Martinez-Torteya G. Anne Bogat Alexander von Eye Alytia A. Levendosky 《Child development》2009,80(2):562-577
Individual and family characteristics that predict resilience among children exposed to domestic violence (DV) were examined. Mother–child dyads ( n = 190) were assessed when the children were 2, 3, and 4 years of age. DV-exposed children were 3.7 times more likely than nonexposed children to develop internalizing or externalizing problems. However, 54% of DV-exposed children maintained positive adaptation and were characterized by easy temperament (odds ratio [OR] = .39, d = .52) and nondepressed mothers (OR = 1.14, d = .07), as compared to their nonresilient counterparts. Chronic DV was associated with maternal depression, difficult child temperament, and internalizing or externalizing symptoms. Results underscore heterogeneous outcomes among DV-exposed children and the influence of individual and family characteristics on children's adaptation. 相似文献