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91.
ACADEMIC LEADERSHIPS VIEWS OF SCHOOL PSYCHOLOGY AND BLACK STUDENTS: THE CASE OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES 下载免费PDF全文
The purpose of this study was to understand academic leadership's views of the field of school psychology. This is the first study that has attempted to incorporate the views of historically Black college and university (HBCU) Psychology Department Chairs' regarding the field of school psychology and the potential development of school psychology programs at HBCUs. The results indicated that Department Chairs at HBCUs are not recommending the field of school psychology to their students based on a variety of reasons related to their views of the field (e.g., lack of focus on Black research issues). Despite the shortage of school psychologists and ample career opportunities, Department chairs in our sample do not recommend the field of school psychology as a first option graduate school choice. Implications are discussed in terms of increasing the number of African Americans in the field of school psychology. 相似文献
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This paper investigates the conditions when a research joint venture (RJV) will involve a university as a research partner. We hypothesize that larger RJVs are more likely to invite a university to join the venture as a research partner than smaller RJVs because larger ventures are less likely to expect substantial additional appropriability problems to result because of the addition of a university partner and because the larger ventures have both a lower marginal cost and a higher marginal value from university R&D contributions to the ventures’ innovative output. We test this hypothesis using data from the COoperative REsearch (CORE) database, and those data confirm the hypothesis. 相似文献
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Jacqueline Leonard Joy Barnes-Johnson Scott Jackson Dantley Charles Kimber 《The Urban Review》2011,43(1):124-150
This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the
role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated
through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are
malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice
teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results
of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However,
why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up
data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education. 相似文献
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Team-based learning (TBL) strategy is being adopted in medical education to implement interactive small group learning. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL that required preparation of assigned content specific discussion topics (in the text referred as "discussion topics"), an individual self-assessment quiz (IRAT), analysis of the discussion topics, and then the team retaking the same quiz (GRAT) for discussion and deeper learning. Embryology and clinical correlations were given as lectures. Unit examinations consisted of graded IRAT and GRAT. The National Board of Medical Examiners (NBME) Subject Examination was the comprehensive final examination. To evaluate the effect of TBL on student performance we compared the departmental and NBME subject examination scores between the traditional and TBL curricula. We collected five years of data on student performance in TBL-based anatomy and lecture-based preclinical courses. Our results show that departmental and NBME subject examination scores for TBL-based anatomy were higher than those for lecture-based anatomy. We subsequently compared average NBME scores for anatomy with those in other preclinical courses that were lecture-based. Average NBME anatomy scores were significantly higher than those for all the lecture-based preclinical courses. Since the introduction of TBL in anatomy, student performance has progressively improved in the NBME subject examination. Students perceived TBL as a motivator to be a responsible team member and to contribute to collective learning by the team. Further, it reinforced self-directed learning and fostered an appreciation for peer respect. Interestingly, these perceptions were uniform irrespective of student course performance. 相似文献
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Although triathlon is growing in popularity at a remarkable rate, it has not been extensively studied. The aims of this research were to identify preparation strategies used by triathletes and to categorize these strategies according to gender and consultation with triathlon coaches. Survey data collected from 401 triathletes (207 males, 194 females) revealed training, nutritional, and mental preparation habits. Most participants engaged in strength training, consumed food and/or fluids during and after training, set training and competition goals, and applied mental preparation strategies during training and the hour before racing. Water was the most commonly consumed fluid; positive self-talk was the most used mental strategy. Participants were more likely to consult with a triathlon coach than a nutrition or sport psychology professional. Athletes with more years of experience in triathlon and those competing in longer distances were more likely to consult a triathlon coach. Female triathletes were more likely than male triathletes to train with others, use mental preparation strategies, and report feeling anxious before competitions. More male triathletes reported using nutritional supplements during training than their female counterparts. These findings add to the limited research base on triathletes' training habits, and hopefully will help guide practitioners who work with this group. The results provide guidance for collaborative efforts among training, nutrition, and mental health professionals to best support triathletes. 相似文献