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91.
Becoming more scholarly can be challenging for many in the academy, including for those transitioning from professional roles. This paper presents the initial findings of an ongoing action research project that set out to explore and develop aspects of identity among a group of Australian occupational therapy academics. Thirteen participants committed to collaboratively address a personal desire to become more scholarly and an institutional demand to be more productive in relation to research and publication. Through this first phase of an action research process, participants explored and qualitatively defined issues impacting on their occupation. Emergent themes that were explored using an occupational lens incorporating: doing, being, becoming and belonging, highlight identity confusion and regression, mixed perceptions about the comfort and camouflage of teaching and participants' desires to become and be more scholarly. Taking an occupational lens adds to the identity conversation, illuminating how doing within a supportive group nurtures belonging, being and becoming. Our findings, of relevance to academics following non-traditional pathways into the academy, suggest optimism around using action research for the active cultivation of scholarship and occupational theory to understand how academic identity may be developed within a supportive group. 相似文献
92.
Tracy Sohoni 《Journal of Criminal Justice Education》2019,30(3):389-406
Many young adults consume news, political, and historical information through social media sites, and yet students do not always connect this information to the academic knowledge they learn in their classes. In addition, while students learn academic writing and presentation skills, they may not feel equipped to present the knowledge that they have learned to a non-academic audience. I detail a class assignment in which students produce a social media project that imparts academic knowledge to a general audience. These have taken the form of short videos, websites, a documentary and even poems and songs. Drawing on a survey of the students, as well as a content analysis of the projects, I find that the project is successful in achieving several teaching goals, including knowledge retainment, critical thinking skills, making real world connections with class material, student empowerment, and improving communication skills. 相似文献
93.
Grugan Michael C. Hill Andrew P. Madigan Daniel J. Donachie Tracy C. Olsson Luke F. Etherson Marianne E. 《Educational Psychology Review》2021,33(4):1631-1673
Educational Psychology Review - Perfectionism has long been recognised as a psychological factor that can enhance or interfere with the healthy adjustment of young students who are academically... 相似文献
94.
Lonnie Zwaigenbaum Susan E. Bryson Jessica Brian Isabel M. Smith Lori Sacrey Vickie Armstrong Wendy Roberts Peter Szatmari Nancy Garon Tracy Vaillancourt Caroline Roncadin 《Child development》2021,92(3):1187-1198
The objectives were to characterize behavioral signs of autism spectrum disorder (ASD) in younger siblings of diagnosed children (high-risk; HR) and examine classification features of the Autism Observation Scale for Infants (AOSI). Participants (501 HR and 180 low-risk [LR]) were assessed between 6 and 18 months using the AOSI and at age 3 for ASD diagnoses. Total AOSI scores differentiated HR infants later diagnosed with ASD starting at 12 months. ROC analyses identified 12- and 18-month cutoff scores associated with 0.52 sensitivity and 0.74 specificity and 0.73 sensitivity and 0.65 specificity, respectively. Although classification accuracy does not support use as a standalone screen, the AOSI identifies features associated with ASD starting at 6 months and differentiates HR infants with ASD by 12 months. 相似文献
95.
96.
Anne T. Estapa Julie Amador Karl W. Kosko Tracy Weston Zandra de Araujo Rachael Aming-Attai 《Journal of Mathematics Teacher Education》2018,21(4):387-415
Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers’ written accounts indicated that a majority attended to students or student thinking; however, when asked to illustrate their noticing through animation, focus shifted to the classroom teacher. Findings indicate the extent to which preservice teachers articulated specific mathematics concepts within and across pedagogies of practice and highlight the critical importance for selecting and utilizing multiple types of tasks to better understand preservice teacher noticing. Implications for eliciting and supporting preservice teacher noticing are discussed. 相似文献
97.
Marianne Tracy 《Action Learning: Research and Practice》2011,8(2):159-164
The increasing emphasis on innovation in executive development has important implications for contemporary organizations talent professionals and strategy creators. Providing an experience that addresses individual and team development, strategic innovation, organizational alignment and the integration of values is the objective of the action learning programme at International Business Machines (IBM). This article identifies the frameworks and lessons learned in the action learning experiences of Integration and Values Team, the top 300 executives, at IBM. 相似文献
98.
Two experiments were conducted to investigate anchoring effects on metacomprehension judgments as a function of fictitious
information participants received about past peer performance. In Experiment 1 participants were randomly assigned to one of the three anchor groups that, in some cases, provided past peer performance
averages in terms of a percentage: a high anchor (85%) a low anchor (55%), and no anchor. Results showed that relative to
the no anchor group, the low anchor group made significantly lower prospective judgments whereas the high anchor group did not make significantly higher prospective judgments. With a high anchor of greater
magnitude (95%), Experiment 2 demonstrated more pronounced anchoring effects on prospective judgments: Relative to the no anchor group, the low anchor
group made significantly lower judgments and the high anchor group made significantly higher judgments. In addition, Experiment 2 showed that anchoring effects occurred even on retrospective judgments. Overall, the results showed that peer performance information can serve as an anchoring point for metacomprehension
judgments and the anchoring effects are tenacious given that they can even affect retrospective judgments of performance. 相似文献
99.
Melanie Killen Amanda R. Burkholder Alexander P. D'Esterre Riley N. Sims Jacquelyn Glidden Kathryn M. Yee Katherine V. Luken Raz Laura Elenbaas Michael T. Rizzo Bonnie Woodward Arvid Samuelson Tracy M. Sweet Laura M. Stapleton 《Child development》2022,93(3):732-750
The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science. 相似文献
100.
Van Schalkwyk François B. van Lill Milandré H. Cloete Nico Bailey Tracy G. 《Higher Education》2022,83(3):613-630
Higher Education - A quarter of a century after South Africa’s transition to democracy, the rhetoric of ‘transformation’ remains firmly ingrained in its higher education policy... 相似文献