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As emphasis on intensive educational training increases, effective gerontological curricula and content planning to assure learner satisfaction are becoming more important. This article considers four key variables related to learner satisfaction: class size, seating arrangement, training methods, and participant motivation. Six guidelines for increased training effectiveness are suggested: preassessed and structured environment, planned group size to serve content and objectives, seating arrangements, discussion group utilization, preassessed learner attitudes, and continuous evaluation with necessary restructuring. 相似文献
993.
Tracey Gendron Stu Maddux Lisa Krinsky Jay White Kelly Lockeman Yohvane Metcalfe 《Educational gerontology》2013,39(6):454-463
The population of the aging lesbian, gay, bisexual and transgender (LGBT) community is significant and growing rapidly. As LGBT individuals age and begin to move into healthcare communities, they are fearful of apathy, discrimination, and abuse by healthcare providers and other residents. Person-centered cultural competence and sensitivity among service providers is necessary in order for LGBT individuals to share the same quality of life as other members of the aging community. Programming developed to educate healthcare professionals and aging-services providers on issues related to aging as an LGBT adult must be thoughtfully evaluated to show both efficacy and impact. 相似文献
994.
Jennifer G. Cromley Tony Perez Theodore W. Wills Jacqueline C. Tanaka Erin McNamara Horvat Emily Tancredi-Brice Agbenyega 《Contemporary educational psychology》2013
In laboratory studies, induced stereotype threat shows negative effects on academic performance and learning. Is the relation between stereotype threat and grades robust in naturalistic settings, specifically in introductory STEM courses? We gathered data on two new measures we term race and sex stereotype bias, which were administered four times over the course of introductory chemistry and biology courses for STEM majors (N = 1358). Patterns of growth for all stereotype bias measures showed a discontinuous pattern, with increases during each semester (fall and spring) and decreases between semesters. For all stereotype bias measures, sophomores scored significantly higher than freshmen, and juniors scored in between. For the sex stereotype bias measure, females scored significantly higher than males. There were no race or sex differences on slopes of growth; though groups began at different levels, all grew at the same rate. There was little relation between grades and stereotype bias when analyzed by race; Asian students showed the largest number of significant – albeit small – correlations (3) and Black students the fewest (none). Correlations between grades and sex stereotype bias were significant and negative – but small – only for males. Results support a point made by Steele in 1997 but neglected since then; stereotype threat may affect only a small sub-portion within stereotyped groups. We argue that variables other than stereotype threat might be better targets for research attempting to explain gaps in STEM achievement and retention. 相似文献
995.
This experimental study investigated connections between subject expertise and multitasking ability among college students. One hundred thirty college students participated in the study. Participants were assessed on their subject expertise and reading tasks under three conditions: (a) reading only (silence condition), (b) reading with a video playing in the background (background multitasking condition), and (c) reading and watching video simultaneously (test multitasking condition). The data indicated that the participants performed best in the background condition; the experts scored better than the novices; experts performed better when the reading-comprehension questions were more difficult. Implications for teaching are discussed. 相似文献
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Richard C. Gershon Jerry Slotkin Jennifer J. Manly David L. Blitz Jennifer L. Beaumont Deborah Schnipke Kathleen Wallner‐Allen Roberta Michnick Golinkoff Jean Berko Gleason Kathy Hirsh‐Pasek Marilyn Jager Adams Sandra Weintraub 《Monographs of the Society for Research in Child Development》2013,78(4):49-69
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Jennifer R. Ayres 《Religious education (Chicago, Ill.)》2013,108(2):215-230
This article examines how pastoral leaders learn in the context of ministry in terms of how they see the relationship between theory and practice. The work of Wilfred Carr is introduced as a theoretical framework and clue structures are used to distinguish the different approaches to the theory and practice relationship. A case study using two examples is used to demonstrate how the clue structures are used. The article concludes with implications for the theological curriculum. 相似文献