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41.
42.
Melinda G. Miller Meg Knowles Susan Grieshaber 《The Australian Educational Researcher》2011,38(3):275-291
In Australia, eligible long day care services may apply for support at the state level to assist with the transition of children
from culturally or linguistically diverse backgrounds into childcare settings. For staff in childcare services, this support
comes in the form of a cultural support worker (CSW). The primary role of a CSW is to build capacity in childcare staff to
support children and families as they enter the childcare program. This paper draws on interview data and documentation from
multiple sources to report the perspectives of key stakeholders affiliated with a cultural support program in an Australian
childcare setting. It concludes that a more flexible approach to policy that directs the work of CSWs is needed, as well as
further research into ways to build capacity for cultural competence for both CSWs and childcare staff who work collaboratively
to support young children as they transition to childcare. 相似文献
43.
Latinos represent a large percentage of the immigrant population currently entering the United States. These immigrants may face mental health issues related to their immigration and acculturation experiences, leading to a need for counseling. The authors introduce narrative therapy as an appropriate treatment modality for college‐age Latino students. 相似文献
44.
Christopher A. Sanchez Jennifer Wiley Timothy K. Miura Gregory J.H. Colflesh Travis R. Ricks Melinda S. Jensen Andrew R.A. Conway 《Learning and individual differences》2010,20(5):488-493
The present studies directly test the usefulness of two English-language working memory capacity (WMC) assessments with two samples of students whose native language was not English. Participants completed two widely used complex span tasks, Reading Span (RSpan) and Operation Span (OSpan), in English. To determine whether the well-established relationship between WMC and Raven's Advanced Progressive Matrices (RAPM) would be observed when span tasks were not given in the native language of the participant, span scores were regressed against performance on the RAPM. Results indicated that while OSpan was a reliable and valid predictor of RAPM in non-native-English speakers, RSpan administered in English was not. 相似文献
45.
Protective effects of ethnic identity on daily psychological well-being were examined in a sample of 415 ninth graders from Mexican and Chinese backgrounds. Utilizing daily diary assessments and multilevel modeling, adolescents with a greater regard for their ethnic group exhibited greater levels of daily happiness and less daily anxiety averaged over the 2-week study period. Ethnic regard moderated the daily association between normative stressful demands and happiness, and between stressful demands and happiness experienced 1 day after stressors occurred. Moderating effects were significant even after controlling for self-esteem. Although no buffering effects of ethnic centrality were found, the results point to the positive influence of ethnic regard in the daily lives of adolescents from ethnic minority backgrounds. 相似文献
46.
47.
Melinda Dermody 《College & Undergraduate Libraries》2014,21(1):99-108
Connect is a column that will explore opportunities for libraries to foster, build, and strategically expand connections in the many forms they take. It is true that unifying metaphors, such as connect, have their limitations and can be prone to simplification or generalization, but they can also serve a useful purpose. The idea of connecting has a tangible sense beyond the figurative. It is for this reason I feel that connect works well as a rubric for organizing our thoughts regarding the present state of library services within the changing horizon of academia. It is also why I think that the concept makes a fruitful header for a column dedicated to such exploration. This first article sets the broader stage for the idea of connections, presenting a wider breadth and sampling of views, concepts, and possible issues. Future articles will explore in greater depth topics of relevance to academic libraries that highlight successful connections. 相似文献
48.
An inquiry-type laboratory has been implemented into the chemistry curriculum in high schools in Israel. In this study, we
investigated the idea that generally the science laboratory provides a unique learning environment that differs from the learning
environment that exists in classrooms in which other instructional techniques are used. Moreover, the inquiry laboratory provides
students with a learning situation in which they are involved in activities that might influence some of the variables that
are influencing the learning environment of such laboratories. In this study, the Science Laboratory Environment Inventory
(SLEI) was used to assess the students' perceptions of their chemistry laboratory learning environment. Statistical comparison
of two groups (control and inquiry) revealed significant differences between the groups regarding their actual perceptions.
Moreover, it was found that the differences between the actual and preferred laboratory learning environment were significantly
smaller for the inquiry group than for the control group.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
49.
Ahmed Ibrahim Mark W. Aulls Bruce M. Shore 《International Journal of Science Education》2016,38(16):2450-2476
Sociocognitive theory [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall; Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184. doi:10.1037/0003-066x.44.9.1175; Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287. doi:10.1016/0749-5978(91)90022-L] accords high importance to the mechanisms of human agency and how they are exercised through self-efficacy. In this paper, we developed and validated the McGill Self-Efficacy For Inquiry Engagement (McSELFIE) instrument with undergraduate students in natural science disciplines. We defined inquiry engagement as carrying out the practices of science (POS) that are supported by students’ personality characteristics (SPCs) and that result in achieving inquiry-learning outcomes (ILOs). Based on these theoretical perspectives, the McSELFIE is a 60-item, learner-focused survey that addresses three components that are theoretically important for engaging in scientific inquiry: (a) SPCs, (b) ILOs, and (c) POS. Evidence for construct and content validity were obtained by using experts’ judgments and confirmatory factor analysis with a sample of 110 undergraduate students enrolled in science disciplines. Internal consistency of the factors and instrument was also examined. The McSELFIE instrument is a reliable and valid instrument for measuring science undergraduate students’ self-efficacy for inquiry engagement. Matched pairs analyses were conducted among the instruments’ factors. Students reported the highest self-efficacy for openness, applying knowledge, and carrying out investigations. Students reported the lowest self-efficacy for extraversion, understanding metacognitive knowledge, and planning investigations. Theoretical and practical implications are discussed. 相似文献
50.
Marianne B. Barnes Emilia M. Hodge Melinda Parker Mary Jo Koroly 《Journal of Science Teacher Education》2006,17(3):243-264
The purpose of this study was to examine how the practicing science and mathematics teachers participating in the University
of Florida's Teacher Research Update Experience (TRUE) perceived their experiences in Summer 2000. We conducted in-depth interviews
and collected data from survey questionnaires and addressed research in the following areas: How do participants perceive
their experiences during the 7-week program designed to enhance science, mathematics, and technology knowledge and skills?
How have these experiences contributed to their professional and personal growth and development, and how will they influence
teaching and student learning? Findings from interviews provided insights into the thoughts, motivations, and, in some cases,
insecurities of these adult learners. Follow-up studies are indicated on long-term impact of immersion professional development
programs. 相似文献