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51.
Paulo Jorge Santos 《Journal of Career Development》2004,31(1):31-44
A career dilemma is a hypothetical or real situation in which a character is confronted with several career options each of which has advantages and disadvantages. The main purpose of presenting and discussing a dilemma in career counseling groups is to confront several appraisals of the situation in order to promote more complex thinking about career choices. Another important aim of this technique is to enhance interaction between group members and to analyze similar career dilemmas that the group participants have experienced in the past. The use of the discussion of career dilemmas is described, especially the role of the career counselor, and some suggestions for future research are presented. 相似文献
52.
OBJECTIVES: This study had two primary objectives: First, to examine the nature and co-occurrence of various forms of child maltreatment (sexual, physical, emotional, and witnessing violence) reported by Latina college students, and second, to explore coexisting maltreatment types and acculturation status as possible contributors to long-term adjustment difficulties. METHOD: Participants were 112 Latina undergraduate students categorized by the number of childhood maltreatment types experienced (0, 1, or 2 or more) and acculturation level (1 to 5). The possible effects of co-occurring forms of maltreatment, in conjunction with acculturation status, were investigated with respect to participants' reported trauma symptomatology. Data were collected using self-report measures. RESULTS: Nearly three out of 10 participants (29%) experienced more than one type of child maltreatment and, as expected, these individuals reported greater trauma symptomatology than those reporting either a single type of maltreatment or no maltreatment at all. Those who reported multiple types also endured more severe maltreatment than did respondents who experienced a single type. Acculturation level was neither directly related to trauma symptoms nor did it moderate the lasting correlates of maltreatment among victims. Interestingly, those who experienced a single form of maltreatment reported no more trauma symptoms than did participants who reported no maltreatment history at all. CONCLUSION: This investigation documents a large degree of overlap among various forms of self-reported childhood maltreatment within a Latina college population. The results underscore the need to consider multiple forms of maltreatment, as well as severity, when making inferences regarding potential effects on later functioning. 相似文献
53.
Andrew Martinez Susan D. Mcmahon Crystal Coker Christopher B. Keys 《Psychology in the schools》2016,53(8):817-830
Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school‐level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student‐related outcomes (i.e., high‐risk behaviors, barriers to learning, student social–behavioral climate). Teachers across 29 high schools, in a large urban school district serving primarily low‐income students, completed self‐report surveys. Multilevel regression was used to test both individual‐ and school‐level predictors of student outcomes. Findings suggest that teacher practices at the individual and school levels are linked to student high‐risk behaviors, barriers to student learning, and school climate. More specifically, findings indicate that better supervision/discipline and instructional management are associated with fewer high‐risk behaviors and barriers to learning. More instructional management is also linked to positive social–behavioral climate. Results from this study highlight the association between teacher practices and a range of student‐related problem behaviors, and suggest that system‐level interventions in the school may have positive effects. 相似文献
54.
Charter schools that target underserved communities, including Latinxs, have proliferated in the U.S., claiming a unique, more autonomous and successful alternative to traditional public schools, often with a promise of increased postsecondary access and preparation. However, there is conflicting evidence regarding their effectiveness on academic outcomes, prompting additional research on charter schools. This study examined the college access and preparation experiences of 14 Latinxs attending college preparatory charter schools within one school system in Texas. Findings highlight how schools assisted students in preparing for college, but challenges in accessing college knowledge and assistance still existed, particularly for undocumented students. 相似文献
55.
Cañĩzares-Esguerra J 《Isis; an international review devoted to the history of science and its cultural influences》2005,96(1):64-70
The Portuguese and Spanish empires were both global and long lasting. This essay focuses on colonial Spanish America, particularly on the practices of natural history. It also suggests that chivalric-epic ideologies permeated early modem epistemologies, including those of the French and the British. The essay criticizes the application of nineteenth-century models of empire to the understanding of the early modern composite monarchies in the New World. Finally, it explores the ways metropolitan natural philosophy was transformed in the New World kingdoms to bolster patriotic identities. 相似文献
56.
Kay Martinez 《Asia-Pacific Journal of Teacher Education》1998,26(2):97-106
The paper argues for fresh recognition of the complexities faced by preservice teachers, particularly during the practicum, where they are expected to bring their stockpile of diverse, and sometimes conflicting, knowledges about effective teaching to immediate use with classroom learners. The paper abo draws on insights from postmodern theorising on the privileging of knowledges. While the major focus of the paper is on issues surrounding multiplicity of knowledges about effective classroom teaching, it is also recognised that much of learning to teach occurs in affective, ethical and interpersonal ways as well as cognitive. Several suggestions are made to assist preservice teachers negotiate the complexities of the process of becoming teachers. It is argued that the practicum in preservice teacher education can be seen as a rich site for further exploration of this process—and should be resourced commensurately. Such explorations have the potential to illuminate the ways in which preservice teachers mesh knowledges about effective teaching with their own personal values and beliefs within the specific contexts of their classrooms. Associated with the recognition of the complexities of the processes involved, is a call for university and school based teacher educators to model, with respect to their programmes and practices, the same level of critical reflection they advocate for student teachers. 相似文献
57.
Ana Cristina Torres Amélia Lopes Jorge M. S. Valente Ana Mouraz 《Teaching in Higher Education》2017,22(7):822-838
Peer Observation of Teaching has raised a lot of interest as a device for quality enhancement of teaching. While much research has focused on its models, implementation schemes and feedback to the observed, little attention has been paid to what the observer actually sees and can learn from the observation. A multidisciplinary peer observation of teaching program is described, and its data is used to identify the pedagogical aspects to which lecturers pay more attention to when observing classes. The discussion addresses the valuable learning opportunities for observers provided by this program, as well as its usefulness in disseminating, sharing and clarifying quality teaching practices. The need for further research concerning teacher-student relationships and students’ engagement is also suggested. 相似文献
58.
郭俊克 《天津大学学报(英文版)》2009,15(2):79-94
Bridge pressure flow scour at clear water threshold condition is studied theoretically and experimentally. The flume experiments reveal that the measured scour profiles under a bridge are more or less 2-dimensional; all the measured scour profiles can be described by two similarity equations, where the horizontal distance is scaled by the deck width while the local scour by the maximum scour depth; the maximum scour position is located just under the bridge about 15% deck width from the downstream deck edge; the scour begins at about one deck width upstream the bridge while the deposition occurs at about 2.5 deck widths downstream the bridge; and the maximum scour depth decreases with increas-ing sediment size, but increases with deck inundation. The theoretical analysis shows that: bridge scour can be divided into three cases, i.e. downstream unsubmerged, partially submerged, and totally submerged. For downstream unsubmerged flows, the maximum bridge scour depth is an open-channel problem where the conventional methods in terms of critical velocity or bed shear stress can be applied; for partially and totally submerged flows, the equilibrium maximum scour depth can be described by a scour and an inundation similarity number, which has been confirmed by experiments with two decks and two sediment sizes. For application, a design and field evaluation procedure with examples is presented, including the maximum scour depth and scour profile. 相似文献
59.
Alejandro J. Gallard Martinez 《Cultural Studies of Science Education》2009,4(3):733-738
Teaching is a very complex endeavor. Embedded within this complex environment are issues of power, culture, ethnicity, and race. When teachers and students come together, in the classroom, some of these issues become visible and others remain invisible. Attempting to make influences on teaching and learning visible is one of the steps toward developing a practice framed by conscientização. Ms. Cook, the teacher of this story, is empowering herself and her students; through critical reflection that serves to deneutralize educational acts by recognizing they are embedded in issues of culture, ethnicity, politics, power, and, race. Classroom based research must be more inclusive and indeed cognizant of the mediating macrostructures that teachers deal with everyday. For example, Goldberg and Muir Welsh describe some of the students as being Latinos. In doing so, they adopts a third person as opposed to a first person view of these students. A first person view can acknowledge a dialectical relationship between race and ethnicity. 相似文献
60.
Juan J. Pulido David Sánchez-Oliva Francisco M. Leo Jorge Sánchez-Cano Tomás García-Calvo 《Measurement in physical education and exercise science》2018,22(1):25-37
Purpose: The objectives were to develop and validate the Coaches’ Interpersonal Style Questionnaire. The Coaches’ Interpersonal Style Questionnaire analyzes the interpersonal style adopted by coaches when implementing their strategy of supporting or thwarting athletes’ basic psychological needs. Method: In Study 1, an exploratory factor analysis was performed with 265 Spanish male athletes, between 11- and 17-years-old, to confirm the internal structure of the questionnaire. Study 2 was conducted with 430 athletes, also between 11- and 17-years-old. Both confirmatory factor analysis and exploratory structural equation modeling were used to test a set of alternative models to find the best measurement model. Results: The hierarchical exploratory structural equation modeling model showed the best fit to the data and acceptable standardized factor loadings. Concurrent validity was revealed through correlational analysis of the basic psychological need satisfaction and frustration. Conclusion: This study provides a multi-dimensional questionnaire to assess coaches’ interpersonal style perceived by athletes. 相似文献