Carmen Requena Hernandez  Marta Zubiaur Gonzalez 《Educational gerontology》2013,39(4):292-305

The world population pyramid has changed shape. However, this does not mean that societies have changed their negative concept of old age. Our study proposes an intergenerational service-learning program with 179 university students and 101 slightly depressed elderly people. The results show that the elderly people who interacted improved in well-being. Those interacting with the young people tended to lower their stereotyped perception of themselves, while the others tended to augment it. The young people tended to moderate their stereotypes of the elderly with or without interaction.  相似文献   

ARTICLES PUBLISHED IN SIX SCHOOL PSYCHOLOGY JOURNALS FROM 2005–2009: WHERE'S THE INTERVENTION RESEARCH?     

Victor Villarreal  Jorge E. Gonzalez  Anita S. McCormick  Amber Simek  Hyunhee Yoon 《Psychology in the schools》2013,50(5):500-519

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Valerie Stead  Maggie Mort  Julia Davies 《Educational Action Research》2013,21(1):61-77

This article presents findings from four problem-based research sites that comprise a larger action research project within primary care mental health services. The projects explored in this article are ongoing and involve working with small networks within specific areas: a GP practice counseling service, a Community Mental Health Team, a GP attached social worker scheme and a rural health cross-disciplinary team. By taking a constructivist approach, and through use of grounded theory techniques, the findings share some common features with Action Research and demonstrate two key aims of problem-based methodology, mainly practice improvement and theory generation (Robinson, 1993). First, they illustrate that a particular understanding of mental health service users can be reached from exploring the way in which they are excluded. Four excluded identities are presented (absent, mediated, difficult and elusive). Secondly, within the understanding that the success of problem-based research can be determined by the effectiveness of actions taken in the local setting (Edwards & Talbot, 1994), the article explores how reflection of user perspectives can move the research forward. Actions taken to improve the service include incremental changes and new initiatives, as well as the development of new avenues of research, thus adding to other action research within healthcare services (Hart & Bond, 1997).  相似文献   

    

Gene Popiolek  Ricka Fine  Valerie Eilman 《Community College Journal of Research & Practice》2013,37(11):828-838

This study extends and makes unique methodological contributions to research on the impact of learning communities (LCs) on community college students. Much of the previous research was short-term, lacked adequate comparison groups, and focused on four-year college students. This four-year study controlled for instructor-related variables by comparing academic outcomes of LC students with those of non-LC students taught by the same instructor during the same semester. Differences in grades, attrition, and retention were compared between students enrolled in two pairs of linked English 101 and Psychology 101 LC classes and students enrolled in non-LC courses with the same professor. Student enrollment in the LC courses was associated with higher grade point averages, lower course attrition rates, and higher fall-to-spring semester retention rates. Reasons for the relative scarcity of LCs in community colleges is discussed, along with recommendations as to how institutions can encourage the growth of LCs on their campuses.  相似文献   

    

Valerie‐Lee Chapman 《International journal of qualitative studies in education》2013,26(3):259-284

Despite the increasing interest in the experiences of multiracial individuals, as evidenced by the emergent body of literature and research related to multiracial experiences, we lack an understanding of methodological concerns related to research with multiracial individuals. Here, we seek to (1) investigate the applicability of theories of insider/outsider status to research conducted by and with multiracial individuals, (2) interrogate our own research experiences as multiracial scholars conducting research with multiracial students, and (3) identify implications from our analysis for other researchers. We conclude that understandings of methodological terms related to monoracial populations are limited in their applicability to research with multiracial individuals. Additionally, we conclude that navigating multiracial identities in research situations is a particularly complicated process aided less by a shared sense of identity or community between researcher and participants and more by experiences that stem from a similar need to engage in micronegotiations of racial and ethnic identities.  相似文献   

    

Valerie J. Janesick 《International journal of qualitative studies in education》2013,26(6):565-567

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Steve Nebel  Sascha Schneider  Maik Beege  Franziska Kolda  Valerie Mackiewicz  Günter Daniel Rey 《Educational technology research and development : ETR & D》2017,65(4):993-1014

Complex, multimedia software such as educational videogames offer a wide range of elements to modify learner behavior. The adjustment of such software might support learning, especially in complex settings like collaborative or cooperative scenarios. Coming from a theoretical background of educational psychology, our experiment seeks to implement the “jigsaw strategy” within educational videogames. We conducted an experiment with sixty participants to compare conditions with or without increased task interdependence through the jigsaw strategy (i.e., the distribution of game elements and essential information). The participants had to rebuild a house from the 1894 novel Effi Briest within an adjusted version of the “sandbox” game Minecraft. The results show increased play performance, and learning outcomes with increased task interdependence. We conducted mediator and moderator analysis, which revealed a strong impact of play performance on learning outcomes. Additional analyses of mental effort, cognitive load, and efficiency allowed for deep insights into the playing and learning process. These insights enrich current theories about collaboration, mental strain, and the working memory effect and highlight the applicability of collaborative mechanics within educational videogames.  相似文献   

    

Valerie K. Otero  Mitchell J. Nathan 《科学教学研究杂志》2008,45(4):497-523

Pre‐service teachers face many challenges as they learn to teach in ways that are different from their own educational experiences. Pre‐service teachers often enter teacher education courses with pre‐conceptions about teaching and learning that may or may not be consistent with contemporary learning theory. To build on preservice teachers' prior knowledge, we need to identify the types of views they have when entering teacher education courses and the views they develop throughout these courses. The study reported here focuses specifically on preservice teachers' views of their own students' prior knowledge and the implications these views have on their understanding of the formative assessment process. Sixty‐one preservice teachers were studied from three sections of a science methods course. Results indicate that preservice teachers exhibited a limited number of views about students' prior knowledge. These views tended to privilege either academic or experience‐based concepts for different aspects of formative assessment, in contrast to contemporary perspectives on teaching for understanding. Rather than considering these views as misconceptions, it is argued that it is more useful to consider them as resources for further development of a more flexible concept of formative assessment. Four common views are discussed in detail and applied to science teacher education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 497–523, 2008  相似文献   

    

Valerie O. Paton;Justin R. Louder; 《New Directions for Student Services》2022,2022(178-179):121-131

This article provides resources for assessing co-curricular support for student learning in predominantly online learning environments. For the use of practitioners, the article provides a summary of applicable frameworks, definitions, resources, student characteristics, needs assessment, best practices in assessment for online learners, and use for improvement strategies.  相似文献   

    

Victor C. X. Wang  Valerie A. Storey 《The Reference Librarian》2015,56(4):295-314

This study investigated the possibility of whether Western andragogy could be practiced in Teaching English as a Foreign Language (TEFL) in China. A well-accepted instrument was modified and utilized for this study. Chinese teachers of English used andragogy to some extent such as personalizing instruction, relating to experience, assessing student needs, and climate building. The findings showed these teachers taught the lower levels of taxonomy, which are characterized by rote learning, memorization, knowledge transmitting, lecture, and focusing on exams. These teaching methods run contrary to Western democratic approaches characterized by negotiating curricular priorities with students, giving out learning contracts instead of exams, and involving students when planning lessons. The Western style of teaching is believed to contribute to the communicative movement (or collaborative learning process) when it comes to learning a foreign language such as English.  相似文献