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21.
Sharon L. Mitchell Andrea K. Greenwood Maggie C. Guglielmi 《Journal of College Counseling》2007,10(2):117-129
Counseling center utilization patterns during a 2‐year period for 218 international and 222 U.S. college students were examined. Significant between‐group differences were found with regard to age, academic status, referral source, relationship status, self‐reported concerns, counselor diagnosis, disposition, hospitalization rates, prior counseling experience, and use of crisis appointments. Significant within‐group differences among international students were also found. Implications for improving programs and clinical services are discussed. 相似文献
22.
Dara Greenwood 《Mass Communication and Society》2013,16(3):232-249
Although traditional mood management theory suggests we use media to deflect sad moods and maintain good moods, various research findings reflect a more complex picture. The present study took a mixed-method, nuanced approach to basic mood management questions and investigated both open and close-ended media preferences among college students (N = 157) immediately following a positive or negative mood induction. Results show that sad (vs. happy) participants showed a preference for viewing a dark comedy or a social drama, whereas happy (vs. sad) participants showed a preference for viewing a slapstick comedy or an action adventure. Women (vs. men) showed an increased preference for romantic genres regardless of mood, whereas men showed a preference for action, suspense, and dark comedy genres. An interaction between gender and mood also emerged; sad men in particular showed a preference for dark comedies. Results are discussed in light of the emotional gratifications that mood-reflecting media may afford men and women. 相似文献
23.
AbstractCoordination of dynamic interceptive movements is predicated on cyclical relations between an individual’s actions and information sources from the performance environment. To identify dynamic informational constraints, which are interwoven with individual and task constraints, coaches’ experiential knowledge provides a complementary source to support empirical understanding of performance in sport. In this study, 15 expert coaches from 3 sports (track and field, gymnastics and cricket) participated in a semi-structured interview process to identify potential informational constraints which they perceived to regulate action during run-up performance. Expert coaches’ experiential knowledge revealed multiple information sources which may constrain performance adaptations in such locomotor pointing tasks. In addition to the locomotor pointing target, coaches’ knowledge highlighted two other key informational constraints: vertical reference points located near the locomotor pointing target and a check mark located prior to the locomotor pointing target. This study highlights opportunities for broadening the understanding of perception and action coupling processes, and the identified information sources warrant further empirical investigation as potential constraints on athletic performance. Integration of experiential knowledge of expert coaches with theoretically driven empirical knowledge represents a promising avenue to drive future applied science research and pedagogical practice. 相似文献
24.
Frederick Tracy.† Francis Greenwood Peabody§ J. W. F. Davies∗ Henry Churchill King† Herbert Wright Gates∗ Kenyon L. Butterfield∗ 《Religious education (Chicago, Ill.)》2013,108(3):181-195
This article brings to bear on our understanding of learning many insights from the field of psychology 相似文献
25.
Colette Murphy Jim Beggs Karen Carlisle Julian Greenwood 《International Journal of Science Education》2013,35(8):1023-1035
This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science. 相似文献
26.
Fionnuala Waldron Janet Varley Colette Murphy Richard Greenwood 《Irish Educational Studies》2013,32(2):177-194
Research into student teachers’ perceptions, attitudes and prior experiences of learning suggests that these experiences can exert an influence on practice which can be relatively undisturbed by their initial teacher education. This article is based on the initial findings of an all-Ireland survey of all first-year students on B.Ed. courses in colleges in Northern Ireland and in the Republic of Ireland. The survey is the first stage in a longitudinal study which will follow the same cohort of students for the duration of their initial teacher education, seeking to map and track the development of their ideas about teaching and learning in primary history, geography and science. Based on an analysis of the quantitative data in the entry questionnaire, the initial findings suggest that subject knowledge remains a problematic issue in initial teacher education and that both location and gender interact with knowledge, attitudes and subject area to produce a complex and challenging context for teacher educators in history, geography and science education. 相似文献
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28.
Faye Fiona Parkhill Jo Florence Fletcher Janinka Greenwood Michael Grimley Sue Bridges 《Education 3-13》2013,41(2):160-177
Research indicates that as students move through the school system, many begin to experience difficulties with reading. With this mind, this study explored current practices and perceptions about reading programmes for 11–13-year-old students in New Zealand schools. The study employed an online survey designed to investigate current reading literacy practices in a sample of New Zealand primary in years 7 and 8. Observations of practice and interviews with literacy leaders, teachers, principals and students were also carried out at five case study schools. The survey indicated that teachers may underestimate the importance of learner engagement and direct teaching strategies. The case studies exemplify the need for good professional development, supportive leadership, effective class management strategies, a positive and engaging learning environment, teachers with a passion for literacy and exemplary and sustained guided reading. 相似文献
29.
Raymond R. Ozley Tiffany R. Wang Sherry Greenwood Ford Sally Bennett Hardig 《Communication Teacher》2017,31(3):177-186
Courses: Senior Seminar
Objectives: (1) To provide graduating students a semester-long capstone experience where they can apply communication theories/skills in a professional context. (2) To create a capstone project that contributes to programmatic assessment. 相似文献
30.