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91.
92.
Paul J. Egan Joseph R. Canale Peter M. del Rosario Royce M. White 《Journal of College Counseling》2007,10(2):175-183
This study reports on a new instrument, the Academic Rational Beliefs Scale, designed to measure college students' academic beliefs along a rational‐irrational continuum. The new instrument is potentially useful when working with students experiencing academic difficulties. Information about test construction, reliability, validity, and generalizability are presented and implications, benefits, and cautions associated with use of the instrument as a college counseling tool are discussed. 相似文献
93.
This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme (n?=?10) or a non-programme control group (n?=?3). Programme schools provided a core (professional learning) team, who attended professional learning days, and disseminated programme content throughout their schools. Programme schools also received one full school staff workshop. After one year, CT participants were more likely to apply a collaborative conflict resolution model to problem scenarios and report greater knowledge and skills compared to non-programme-school control participants. Compared to the non-programme control group, non-core team programme school staff described using more cooperative approaches to handling conflict, especially when they had received more professional development from their CT. Programme school teachers taught more hours conflict resolution curriculum, and increases in hours taught by programme (but not control) teachers were associated with teacher reported increases in student understanding and use of cooperative methods. Patterns also supported a role of self-efficacy in implementation. The potential usefulness of a CT professional learning model for assisting schools to develop cooperative conflict resolution approaches was supported. 相似文献
94.
95.
This article presents a framework for the integration of community services for older adults. A model for multidisciplinary practice is introduced to teach students and professionals how independent practitioners can integrate their community practices. Practitioners from disciplines such as medicine, nursing, social work, psychiatry, psychology, finance, law, and religion can develop collaborative community practices to more effectively serve older adults. A generic multidisciplinary instrument for use with this model was developed for assessment and referral purposes. Collaboration has been the mark of professional behavior in institutional settings. This article applies these principles to the community practice setting. Reform efforts are necessary to advance from the current ways of thinking to more effective community practice strategies. Community efforts have not followed the lead of professional efforts in institutional settings in the development of collaborative, interdisciplinary planning for older adults. Educators can use this model to teach students and practitioners a new nontraditional method for community practice. It is imperative in this time of challenge in the field of gerontology that practitioners examine new ideas and adopt new models in their teaching and professional practices. 相似文献
96.
James A. White Andria P. Troutman M. R. Chancey 《Technology, Pedagogy and Education》2013,22(1):79-89
ABSTRACT This study demonstrated how network usage logs such as those generated by the IBM Classroom Local Area Network Administration System (ICLAS) can be used to study student use of software available on a local area network. Software instrumentation was developed to convert ICLAS log files to a format (?.DIF) usable by spreadsheet and statistics software. Data on 163 students enrolled in an ‘Introduction to Computers in Education’ course during the Summer, 1992 session at the University of South Florida were compiled for exploratory analysis. Correlations of lab use time to course grade, change in knowledge, and change in attitude were performed. It was found that amount of lab use correlated significantly to general attitude toward computers, but that it did not correlate significantly to change in attitude toward school uses of computers or to change in knowledge of course topics. 相似文献
97.
Julia C. Phelan Kilchan Choi David Niemi Terry P. Vendlinski Eva L. Baker Joan Herman 《Assessment in Education: Principles, Policy & Practice》2012,19(2):211-230
This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context. 相似文献
98.
Joan Abbott‐Chapman Kara Martin Nadia Ollington Alison Venn Terry Dwyer Seana Gall 《British Educational Research Journal》2014,40(1):102-120
The research investigated the association between school engagement and adult education and occupation outcomes, within the context of a 1985 Australian longitudinal national cohort study of the factors affecting children's long‐term health and well‐being. School engagement may be more modifiable than other factors related to academic success, such as academic attainment, which is influenced by family background. A School Engagement Index was constructed using questionnaire items on school enjoyment and boredom. Related school engagement items included learner self‐concept, motivation to learn, sense of belonging, participation in school or extra‐mural activities, and enjoyment of physical activity. In 2004–2006, participants (aged 26 to 30 years) reported their highest level of education achieved and current occupation. Potential covariates included age, sex, markers of socio‐economic status in childhood, personality and school‐level variables (i.e., number of students, single sex versus co‐education; government, private or independent). Logistic regression was used to estimate the odds of achieving post‐compulsory school education and achieving higher status occupations. Findings revealed that each unit of school engagement was independently associated with a 10% higher odds (OR 1.10 95% CI 1.01,1.21) of achieving a post‐compulsory school education. Maternal education, self‐concept as a learner, motivation to learn, all also significantly predicted achieving post‐compulsory school education. School engagement was found to mediate the association between the personality characteristic of agreeableness and education outcomes. Higher school engagement was also independently associated with achieving higher status occupations 20 years later (OR 1.11 95% CI 1.03, 1.20). Importantly, this was independent of a host of background factors. 相似文献
99.
This paper is based on two studies of teacher recruitment and retention commissioned by the General Teaching Council of Wales and the ESRC. Using official statistics from a variety of secondary sources, it shows trends over time in teacher numbers in England and Wales, and examines teacher vacancies, pupil‐teacher ratios and teacher wastage. It concludes that although individual indicators, examined in isolation, are an inadequate basis for assessments of the situation, there is no evidence in the data of any ‘crisis’ of teacher supply or demand in Wales (or indeed most of England). There are regional, occasional and subject‐specific disparities, but there are now more teachers than ever before, while the number of pupils in schools is falling. The paper, therefore, considers a variety of possible explanations for the widely‐held belief that there is a serious shortage of teachers. 相似文献
100.
Kaitlin Hanley White Matt C. Howard Bu Zhong Christopher R. Perez Elizabeth A. Lee 《Communication quarterly》2013,61(1):23-43
A series of studies present the development and validation of the Communication Anxiety Regulation Scale (CARS), a self-report measure designed to assess the use of emotion regulation strategies to manage acute communication anxiety—in contrast to measures of general emotion regulation tendencies. Study 1 delineates the item derivation and selection process that yielded the final 12 CARS items. Results of an exploratory factor analysis supported the existence of four distinct subscales, each representing one of four anxiety regulation strategies (suppression, reappraisal, avoidance, and venting). Study 2 confirmed this factor structure and also examined correlations of the CARS with existing measures in an attempt to establish concurrent validity. Finally, Study 3 presents results of an item-sort task demonstrating the scale’s face validity and items’ substantive validity. Overall, findings provide preliminary support for the utility of the CARS as measure of communication anxiety regulation to be used by communication and psychology researchers. 相似文献